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Touch

The following sections include all the lab team's indicators related to its mission and objectives since 2022, the year in which collaborations in this area intensified. They are considered a ‘work in progress’ as they can only be finalised once the team is also finalised.

As secções seguintes incluem todos os indicadores da equipa do laboratório relacionados com a sua missão e objetivos desde 2022, ano em que as colaborações nesta área se intensificaram. São considerados um "trabalho em progresso", pois só podem ser finalizados assim que a equipa estiver também finalizada.

Palavras-chave de Investigação do InTouch Lab: Educação Inclusiva; Investigação Educacional; Inclusão Social; Tecnologias de Apoio; Jogos Analógicos; Aprendizagem Baseada em Jogos; Deficiência Intelectual; Acessibilidade; Literacia Digital; Design de Jogos; Neurodiversidade; Inclusão no Local de Trabalho.

Publications Publicações

  • Conference Papers
    • Perim, C., Sousa, C., & Damásio, M. J. (2025). Analogue Games and Digital Literacy: The NetSmart Case Study with Older People. European Conference on Games Based Learning, 19(2), 682–688. https://doi.org/10.34190/ecgbl.19.2.3916 
    • Almeida, A., Vianna, D., & Sousa, C. (2025). Modern Board Games as a Proposal for Teaching Physics with a Focus on Science,Technology and Society (STS). FDG '25: Proceedings of the 20th International Conference on the Foundations of Digital Games Article, 1-9. https://doi.org/10.1145/3723498.3723849 
    • Fernandes, P., Casimiro, C., Almeida, W., Monteiro, H., Léste, J., Luz, F., & Sousa, C. (2025). Modding for Cognitive Accessibility: Experiences With Commercial Analogue Games and Neurodivergent Players. INTED 2025 Proceedings, 1, 2644–2653. https://doi.org/10.21125/inted.2025.0714 
    • Ivanuša Kline, D., Neves, J. C., Sousa, C., Infante Moro Neves, A., Doratiotto, S., Simsek, I., Šumak, B., & Pušnik, M. (2024). Good Practices in Creating an Inclusive Environment in High Education Institutions. Proceedings of Information Society 2024. https://doi.org/10.70314/is.2024.DIGIN.13 
    • Casimiro, C., Léste, J., Fernandes, P., Sousa, C., & Luz, F. (2024). Empowering Neurodiverse Voices in Research Ethics through a Playful Card-Based Approach. Proceedings of the 18th European Conference on Games Based Learning, ECGBL 2024, 171-179. https://doi.org/10.34190/ecgbl.18.1.2674 
    • Barros, J., Sousa, C., Luz, F. (2024). Bridging Play and Inclusion: a Qualitative Investigation into Accessibility Challenges and Innovations in Board Game Design. Proceedings of the International Conference on Education and New Developments (END 2024), Vol II, 241-245. https://doi.org/10.36315/2024v2end051 
    • Sousa, C., Pereira, J., Tsvetkova, P., & Casimiro, C. (2024). Perceptions of Inclusion Professionals on Employability of Individuals With Intellectual and Developmental Disabilities: a Transnational Study. Proceedings of the International Psychological Applications Conference and Trends (InPACT) 2024, 175-179. https://doi.org/10.36315/2024inpact036 
    • Sousa, C., Neves, J. C., & Barros, J. (2023). Towards Cognitive Accessibility in Digital Game Design: Evidence-Based Guidelines for Adults with Intellectual Disability. Proceedings of the 2023 IEEE Conference on Games (CoG). https://doi.org/10.1109/CoG57401.2023.10333254 
    • Rye, S., & Sousa, C. (2023). Investigating Inclusivity in Game-Based Learning: Current Practices and Multistakeholder Perspectives. Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023, 904-911.  https://doi.org/10.34190/ecgbl.17.1.1923 
    • Sousa, M., Sousa, C., & Luz, F. (2023). The Novelty of Collaboration: High School Students Learning and Enjoyment Perceptions When Playing Cooperative Modern Board Games. Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023, 632-642. https://doi.org/10.34190/ecgbl.17.1.1461 
    • Casimiro, C., Neves, J. C., & Sousa, C. (2023). Mathematics and Sign Language Learning with a Tangible Game: An Inclusive Approach for DHH and Hearing Children. Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023, 621-631. https://doi.org/10.34190/ecgbl.17.1.1411 
    • Sousa, C., Neves, P., & Luz, F. (2023). Barriers and Hindrances to the Effective Use of Games in Education: Systematic Literature Review and Intervention Strategies. Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023, 611-620. https://doi.org/10.34190/ecgbl.17.1.1472 
    • Sousa, C., & Oliveira, A. (2023). The Dark Side of Fun: Understanding Dark Patterns and Literacy Needs in Early Childhood Mobile Gaming. Proceedings of the 17th European Conference on Games Based Learning, ECGBL 2023, 599-610. https://doi.org/10.34190/ecgbl.17.1.1656
    • Sousa, C., Luz, F., Fonseca, M. M., Neves, P., Lopes, P., Maratou, V., Chaliampalias, R., Kameas, A., Abdullahi, Y., & Rye, S. (2022). An accessible and inclusive future for tabletop games and learning: Paradigms and approaches. ICERI2022 Proceedings. https://doi.org/10.21125/iceri.2022.2205
    • Neves, J. C. & Sousa, C. (2022, July 12). Bridging Academia and Civil Society for Access and Inclusion: Insights from Action-Research Experiences. IAMCR Beijing 2022 - Communication Research in the Era of Neo-Globalisation: Reorientations, Challenges and Changing Contexts.
    • Westin, T., Neves, J. C., Mozelius, P., Sousa, C., & Mantovan, L. (2022). Inclusive AR-games for Education of Deaf Children - Challenges and Opportunities. Proceedings of the 16th European Conference on Games Based Learning (ECGBL), 597-604. http://dx.doi.org/10.34190/ecgbl.16.1.588
  • Journal Articles
    • Perim, C., Sousa, C., & Damásio, M. J. (2025). Digital literacy and older people: A case study in lifelong learning institutions in Lisbon. Educational Gerontology, 1–15. https://doi.org/10.1080/03601277.2025.2505989 
    • Tsvetkova, P., Sousa, C., Beiderbeck, D., Kochanowicz, A. M., Gerazov, B., Agius, M., ... & Tkaczyk, A. H. (2024). International Perspectives on Assistive Technologies for Autism and Intellectual Disabilities: Findings from a Delphi Study. Disabilities, 4(4), 1138-1155. https://doi.org/10.3390/disabilities4040071 
    • Klavina, A., Pérez-Fuster, P., Daems, J., Lyhne, C. N., Dervishi, E., Pajalic, Z., ... & Sousa, C. (2024). The use of assistive technology to promote practical skills in persons with autism spectrum disorder and intellectual disabilities: A systematic review. Digital Health, 10, 20552076241281260. https://doi.org/10.1177/20552076241281260
    • Sousa, C., Oliveira, A. F., Casimiro, C., Léste, J., & Yaman, H. (2024). Exploring the Impact of Game-Based Learning on Young People’s News Literacy and Digital Citizenship. Media & Jornalismo, 24(45), e4510-e4510. https://doi.org/10.14195/2183-5462_45_10 
    • Sousa, C., Tsvetkova, P., Pérez-Fuster, P., Agius, M., Kostova, S., Bolesta, K., … Tkaczyk, A. H. (2024). Social Inclusion for People with Intellectual Disability and on the Autism Spectrum through Assistive Technologies: Current Needs and Future Priorities. Disability and Rehabilitation: Assistive Technology, 1–13. https://doi.org/10.1080/17483107.2024.2414414 
    • Sousa, C., Neves, J. C., & Casimiro, C. (2024). Matemática e Aprendizagem Da Língua Gestual Portuguesa com um Jogo Tangível: Uma Abordagem Inclusiva. Revista Saber Incluir, 2(2). https://doi.org/10.24065/rsi.v2i2.2635 
    • Neves, J. C., Sousa, C., & Casimiro, C. (2024). Developing and Validating a Qualitative Tool for Playtesting Service Learning-Based Accessible Games: A Comprehensive Approach. EAI Endorsed Transactions on Creative Technologies, 10, 1-9. http://dx.doi.org/10.4108/eetct.4854 
    • Sousa, C. (2023). Exploring Empathy and Intersectionality in Gaming: a Case Study of Sweetxheart (Small, 2019). Journal of Science and Technology of the Arts, 15(2), 64-84. https://doi.org/10.34632/jsta.2023.15878 
    • Neves, P., Sousa, C., Fonseca, M., & Rye, S. (2023). Editorial - Games and Learning: Consolidating and Expanding the Potential of Analogue and Digital Games. International Journal of Film and Media Arts, 8(1), 1-3. https://doi.org/10.24140/ijfma.v8.n1.edit 
    • Maratou, V., Ennami, F., Luz, F., Abdullahi, Y., Medeišienė, R. A., Ščiukauskė, I., Chaliampalias, R., Kameas, A. D., Sousa, C., & Rye, S. (2023). Game-based Learning in Higher Education Using Analogue Games. International Journal of Film and Media Arts, 8(1), 68-83. https://doi.org/10.24140/ijfma.v8.n1.04 
    • Sousa, C., Rye, S., Sousa, M., Torres, P. J., Perim, C., Mansuklal, S., & Ennami, F. (2023). Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1160591 
    • Sousa, C., Neves, J. C., & Damásio, M. J. (2022). Intellectual Disability Through Gaming: Operationalizing Accessibility, Participation, and Inclusion. Journal of Gaming and Virtual Worlds, 14(2), 141-159. https://doi.org/10.1386/jgvw_00055_1
    • Sousa, C., Neves, J. C., & Damásio, M. J. (2022). Empowerment and Well-Being through Participatory Action Research and Accessible Gaming: a Case Study with Adults with Intellectual Disability. Frontiers in Education. https://doi.org/10.3389/feduc.2022.879626 
    • Sousa, C., Neves, J. C., Casimiro, C., Santos, C. P., Carmo, P., Mendes, P., & Bila, V. (2022). Exploring the Feasibility of Game-Based Tangible Resources in the Teaching of Deaf Preschoolers and their Hearing Peers. Journal of Educational Studies and Multidisciplinary Approaches, 2(1), 88-109. https://doi.org/10.51383/jesma.2022.34 
    • Sousa, C., Neves, J. C., & Damásio, M. J. (2022). The Pedagogical Value of Creating Accessible Games: A Case Study with Higher Education Students. Multimodal Technologies and Interaction, 6(2), 10. https://doi.org/10.3390/mti6020010
  • Book Chapters
    • Sousa, C. & Barroso, I. (2025). 30 Years Of Sony PlayStation: A Revolution In Play And Youth Culture. In H. Kirkham, L. Sinclair, & A. Woodfall,  Children's Media Yearbook 2025 (pp. 30-33). The Children’s Media Foundation. ISBN 978-1-9161353-7-6.
    • Sousa, C. & Neves, J. C. (2025). Digital and Analogue Gaming in the Daily Lives of People with Intellectual Disability: A Case Study in the Portuguese Context. In M. Carmo, Education Applications & Developments X (pp. 267-278). InScience Press. http://www.doi.org/10.36315/2025eadX22
    • Sousa, C., Sousa, M., & Rye, S. (2025). Introduction to Inclusivity in Analogue Game-Based Learning: Challenges and Strategies. In S. Rye, M. Sousa, & C. Sousa (Eds.), Transformative Learning Through Play: Analogue Games as Vehicles for Educational Innovation (pp. 179-219). Palgrave MacMillan. http://www.doi.org/10.1007/978-3-031-78523-8_6 
    • Sousa, C. & Neves, J. C. (2025). Anexo B. Perspetivas de Investigação I - O Papel de Quem Joga na Acessibilidade: Playtesting e Inclusão das Comunidades. In Livro Branco de Acessibilidade para Produtoras de Videojogo. AEDPV | APVP | SPCV.
    • Sousa, C. & Castro, T. S. (2025). DESCONSTRUIR “ESTA VISÃO DO ‘NOSSO’ E DO ‘DELES’”: Perspetivas sobre ética, participação e autodeterminação na investigação com jovens com deficiência, com Carla Sousa. In T. S. Castro, M. J. Leote de Carvalho, & M. J. Brites, LET’S TALK ABOUT ETHICS IN RESEARCH WITH CHILDREN AND YOUNG PEOPLE? What nobody shared online… until now (pp. 24-34). Edições Universitárias Lusófonas.
    • Perim, C., Sousa, C., & Damásio, M. J. (2024). Game-Based Learning for Fostering Digital Literacy in Older Adults: An Intergenerational Approach. In Q. Gao, & J. Zhou (Eds.), Human Aspects of IT for the Aged Population - Lecture Notes in Computer Science, Vol. 14725 (pp. 242-260). Springer. https://doi.org/10.1007/978-3-031-61543-6_18 
    • Sousa, C., Pereira, J., & Casimiro, C. (2024). Appendix A - Need Analysis Questionnaire. In C. Sousa, J. Pereira, & C. Casimiro (Eds.), No Barriers: Strategies and Best Practices for the Employment of Individuals with Intellectual Disability (pp. 147-155). Edições Universitárias Lusófonas. https://doi.org/10.24140/nobarriers.v1.p02.07 
    • Léste, J., & Sousa, C. (2024). Analogue Game-Based Learning to Address Underemployment of People with Intellectual Disabilities: Resources and Best Practices. In C. Sousa, J. Pereira, & C. Casimiro (Eds.), No Barriers: Strategies and Best Practices for the Employment of Individuals with Intellectual Disability (pp. 129-142). Edições Universitárias. https://doi.org/10.24140/nobarriers.v1.p02.06 
    • Agius, M., Heiman, T., Sula, G., Tsvetkova, P., Nanchen, B., Tkaczyk, A. H., & Sousa, C. (2024). Supporting Workplace Inclusion: Reasonable Accommodations and Assistive Technologies for Individuals with Intellectual Disability. In C. Sousa, J. Pereira, & C. Casimiro (Eds.), No Barriers: Strategies and Best Practices for the Employment of Individuals with Intellectual Disability (pp. 111-127). Edições Universitárias Lusófonas. https://doi.org/10.24140/nobarriers.v1.p02.05 
    • Casimiro, C., Léste, J., & Sousa, C. (2024). Empowerment through Language, Inclusive Models, and Activism: Nurturing Inclusion for Individuals with Intellectual Disability. In C. Sousa, J. Pereira, & C. Casimiro (Eds.), No Barriers: Strategies and Best Practices for the Employment of Individuals with Intellectual Disability (pp. 59-73). Edições Universitárias Lusófonas. https://doi.org/10.24140/nobarriers.v1.p02.01 
    • Sousa, C., Pereira, J., Casimiro, C., & Tsvetkova, P. (2024). Contextual Perceived Needs for Inclusive Employment of People with Intellectual Disability. In C. Sousa, J. Pereira, & C. Casimiro (Eds.), No Barriers: Strategies and Best Practices for the Employment of Individuals with Intellectual Disability (pp. 37-54). Edições Universitárias Lusófonas. https://doi.org/10.24140/nobarriers.v1.p01.03   
    • Pereira, J., Sousa, C., Matos, A., Cobello, S., Tutone, L., Milli, E., Güner, G., Hüseyin Yiğit, E., Cura, G., & Kızılkum, S. (2024). Transnational Legal Frameworks and Context. In C. Sousa, J. Pereira, & C. Casimiro (Eds.), No Barriers: Strategies and Best Practices for the Employment of Individuals with Intellectual Disability (pp. 9-35). Edições Universitárias Lusófonas. https://doi.org/10.24140/nobarriers.v1.p01.02  
    • Sousa, C. (2024). Introduction - Empowerment Through Employment: An Introduction to No Barriers. In C. Sousa, J. Pereira, & C. Casimiro (Eds.), No Barriers: Strategies and Best Practices for the Employment of Individuals with Intellectual Disability (pp. 3-7). Edições Universitárias Lusófonas. https://doi.org/10.24140/nobarriers.v1.p01.01
    • Barroso, I., & Sousa, C. (2024). Videogame Students in Portuguese Higher Education: Perceptions, Motivations, and Playing Habits – A Case Study. In L. Vale Costa, N. Zagalo, A. I. Veloso, E. Clua, S. Arnab, M. Vairinhos, & D. Gomes (Eds.), Videogame Sciences and Arts, VJ 2023 - Communications in Computer and Information Science (Vol. 1984). Springer. https://doi.org/10.1007/978-3-031-51452-4_4 
    • Sousa, C. (2023). Gaming, Assistive Technologies, and Neurodiversity. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 108-119). Edições Universitárias Lusófonas. https:// www.doi.org/10.24140/asdigital.v1.p02.05 
    • Litwinczuk, E., & Sousa, C. (2023). The Potential Role of TEACCH and PECS for Secondary Education Students with a Focus on Literacy. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 20-32). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p01.03 
    • Sousa, C. (2023). Decoding the Digital Landscape: Media Literacy for Autism Spectrum Disorder. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 8-19). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p01.02 
    • Sousa, C. (2023). PART I: Autism, Diversity, and Media Literacy – Introduction. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 4-7). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p01.01 
    • Oliveira, A. & Sousa, C. (2023). The Dark Side Of Early Childhood Mobile Gaming. In A. Woodfall & H. Kirkham, The Children’s Media Yearbook (pp. 103-105). Children’s Media Foundation.
    • Sousa, C. & Neves, J. C. (2023). Developing Playful and Tangible Approaches to the Gap Between Academia and Civil Society: Inclusion, and Access Through Participatory Action-Research. In A. L. Brooks (Ed.), ArtsIT 2022: ArtsIT, Interactivity and Game Creation - Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering (pp. 429-444). Springer. https://doi.org/10.1007/978-3-031-28993-4_30
  • Books
    • Rye, S., Sousa, M, & Sousa, C. (2025). Transformative Learning Through Play: Analogue Games as Vehicles for Educational Innovation. Palgrave MacMillan. http://www.doi.org/10.1007/978-3-031-78523-8; ISBN 978-3-031-78522-1
    • Sousa, C., Pereira, J., & Casimiro, C. (2024). No Barriers: Strategies and Best Practices for the Employment of Individuals with Intellectual Disability. Edições Universitárias Lusófonas. ISBN 978-989-757-268-5. https://doi.org/10.24140/nobarriers.v1
    • Casimiro, C., Sousa, C., Luz, F., Oliveira, J., & Loureiro, A. (2023). From Tokenism To Self-Determination: Ethical Considerations in Research with People with Intellectual Disabilities. Edições Universitárias Lusófonas. ISBN 978-989-757-256-2. https://doi.org/10.24140/gamein.02
    • Casimiro, C., Sousa, C., Luz, F., Oliveira, J., & Loureiro, A. (2023). Do Tokenismo à Autodeterminação: Considerações Éticas na Investigação com Pessoas com Deficiência Intelectual. Edições Universitárias Lusófonas. ISBN 978-989-757-257-9. https://doi.org/10.24140/gamein.01
    • Sousa, C. & Tkaczyk, A. H. (2023; Eds.). Media Literacy and Assistive Technologies for Empowerment in Autism. Edições Universitárias Lusófonas. ISBN 978-972-54-0983-1. www.doi.org/10.24140/asdigital.v1

Projects Projectos

EUthentic Detectives – Fostering Media literacy of people who face cognitive challenges, their caregivers and young volunteers

NewsArcade@Classroom - Seriously Play the News in the Classroom!

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GIM - Glossário Inclusivo de Termos Matemáticos // Inclusive Glossary of Mathematical Terms

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No Barriers to Employment

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TEGA - Training the Educators to Facilitate the Teaching and Assessment of Abstract Syllabus by the Use of Serious Games

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Youth for Youth (YFY)

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