A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?

Abstract

ObjectiveThe aim of the current study was to identify which subgroups of children with Attention Deficit Hyperactivity Disorder (ADHD) benefitted the most from playing a Serious Game (SG) intervention shown in a randomized trial to improve behavioral outcomes.MethodPre-intervention characteristics [i.e., gender, age, intellectual level of functioning, medication use, computer experience, ADHD subtype, severity of inattention problems, severity of hyperactivity/impulsivity problems, comorbid Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) symptoms] were explored as potential moderators in a Virtual Twins (VT) analysis to identify subgroups for whom the SG intervention was most effective. Primary outcome measures were parent-reported time management, planning/organizing and cooperation skills.ResultsTwo subgroups were identified. Girls (n = 26) were identified as the subgroup that was most likely to show greater improvements in planning/organizing skills as compared to the estimated treatment effect of the total group of participants. Furthermore, among the boys, those (n = 47) with lower baseline levels of hyperactivity and higher levels of CD symptoms showed more improvements in their planning/organizing skills when they played the SG intervention as compared to the estimated treatment effect of the total group of participants.ConclusionUsing a VT analysis two subgroups of children with ADHD, girls, and boys with both higher levels of CD and lower levels of hyperactivity, were identified. These subgroups mostly benefit from playing the SG intervention developed to improve ADHD related behavioral problems. Our results imply that these subgroups have a higher chance of treatment success.

Serious Games and Their Effect Improving Attention in Students with Learning Disabilities

“…The largest effect was found in the variable correct responses, which represents performance accuracy. These results are in line with previous research stating that playing videogames can increase concentration and other cognitive variables, such as processing speed or visual discrimination [12,13,14,15,16].…”

“…Bul et al [15], for instance, reported improvements in time management and planning/organizing, as well as a reduction in hyperactivity symptoms in a group of students with ADHD who played an SG intervention. The same authors found positive effects of SGs on attention in previous research [14] when they analyzed the effect of a 10-week SG intervention (called “Plan-It Commander”) in a sample of ADHD students aged 8–12.…”

“…In the case of the attentional component, the effects of SGs have been examined in students with attention deficit hyperactivity disorder (ADHD) [14,15,16]. Those authors found improvements in time management and planning/organization, and a reduction in hyperactivity symptoms in a group of students with ADHD who received an SG intervention.…”

Antonyms: A Computer Game to Improve Inhibitory Control of Impulsivity in Children with Attention Deficit/Hyperactivity Disorder (ADHD)

“…Hence, it is important to constantly catch their attention: gamification (i.e., the application of game elements) can satisfy this requirement. SGs can help the child to stay focused and engaged the whole time, thus enhancing motivation and treatment effectiveness [29]. The same scenes and exercises can be repeated differently to prevent boredom and keep motivation high [30].…”

Fluid Intelligence and Time Management and Artificial Neural Networks

“…For example, video game intervention designed to train working memory, inhibition, and cognitive flexibility improved both parent and teacher ratings of ADHD symptoms 10 . Another video game intervention was designed to train real-life skills such as time management, organization, planning, and cooperation, resulting in improvements in both parent and teacher ratings of childrens’ performance in time management (ADHD symptom ratings were not assessed) 11 .…”