Serious games in the context of people with cognitive disabilities: a case study Serious games in the context of people with cognitive disabilities: a case study William M. E. MENEZES Department of Statistics and Informatics (DEINFO), Federal Rural University of Pernambuco Brazil williammenezes510@gmail.com Jorge S. CORREIA-NETO Academic Unit of Distance Education and Technology (EADTec), Federal Rural University of Pernambuco Brazil jorgecorreianeto@gmail.com Moacyr CUNHA FILHO Department of Statistics and Informatics (DEINFO), Federal Rural University of Pernambuco Brazil moacyr2006@ibest.com.br Guilherme VILAR Department of Statistics and Informatics (DEINFO), Federal Rural University of Pernambuco Brazil guilherme_vilar@yahoo.com.br Abstract While traditional video games provide amusement, with the advent of serious games (SG), it has raised the potential and the results that can be achieved from the games, these artifacts, whose main differentials are the fact that they are naturally playful and motivators. While in the 1990s, the games aimed only at entertainment, nowadays teaching and learning combine with entertainment and become the main goals to be achieved through the SG. A strong example of SG application is for motivation and help in the formal or special teaching-learning process acting as a pedagogical tool. In this sense, the following question arises: What are the characteristics and interface resources considered adequate to compose the interface of a serious game that have educational objectives directed to people with Williams-Beuren Syndrome? Here's the motivation guide for this article. Keywords: serious games, assistive technologies, cognitive disabilities, Williams-Beuren syndrome. Introduction Over the years, computer games have evolved and reached the most varied spaces in society, including corporate, military and educational goals. According to Tezani (2006), these tools are an important mental exercise that can stimulate creativity, attention, motivation, decision making and feelings of competence and autonomy, because they are playful and immersive. These playful and immersive aspects also potentiate the teaching-learning processes, bringing real gains to its users (SILVA, 2009). We adopted the Vygotskian approach to learning and social interaction (COELHO, PISONI, 2012) especially on account of the field of study, which