The aim of this work is to develop Ver-o-autismo, a prototype of a mobile application for
psychology students in training, who undertake clinical internship as part of their curriculum or
extracurricular activities, with the intention of enhancing their skills in understanding and
intervening in the context of Autism Spectrum Disorder.. To achieve the defined objective, the
work was divided into three phases: 1) In the first phase, a literature review was conducted on
the use of mobile technologies as a teaching-learning tool, the use of microlearning as a
methodological proposal for the development of Ver-o-autismo application content, key
concepts related to Autism Spectrum Disorder, and psychologist training in Brazil within this
context; 2) The methodological path for the application's construction was then outlined,
including the development of microcontent based on cues described by Buchem and
Hamelmann (2010). Prototyping was carried out on the Figma platform, and tool development
was implemented on the Android Studio platform version Flamingo 2022.2.1.20, using Java
and HyperText Markup Language (HTML). Two requirements surveys were conducted through
a Google Forms questionnaire to map the audience's interests and a review of related products
on the Google Play Store to evaluate features of other existing applications on the subject; 3)
In the final phase, the achieved results and their analysis were described, presenting the product
and its main screens, along with its evaluation by six judges using the Learning Object Review
Instrument (LORI) scale created and validated by Nesbit, Belfer, and Leacock (2009). Judges
were selected from two specific groups, internship supervisors, and psychology students. The
evaluation results demonstrate that the Ver-o-autismo application has the potential to fulfill the
proposed objective. In the review of related products, no other applications with similar
objectives to those developed in this work were found. This reinforces the uniqueness of the
Ver-o-autismo application and its potential for innovation in Higher Education. Identified
limitations are related to the scarcity of content focused on the diagnosis and intervention in
adults and the elderly. In the presented perspective, it is believed that Ver-o-autismo has
formative potential and offers significant contributions to the training of psychologists
interested in working with individuals with autism. Thus, it provides an opportunity for a more
committed and qualified involvement in this field.
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