A Study on the Validity of a Computer-Based Game to Assess Cognitive Processes, Reward Mechanisms, and Time Perception in Children Aged 4-8 Years

Abstract

BackgroundA computer-based game, named Timo’s Adventure, was developed to assess specific cognitive functions (eg, attention, planning, and working memory), time perception, and reward mechanisms in young school-aged children. The game consists of 6 mini-games embedded in a story line and includes fantasy elements to enhance motivation.ObjectiveThe aim of this study was to investigate the validity of Timo’s Adventure in normally developing children and in children with attention-deficit/hyperactivity disorder (ADHD).MethodsA total of 96 normally developing children aged 4-8 years and 40 children with ADHD were assessed using the game. Clinical validity was investigated by examining the effects of age on performances within the normally developing children, as well as performance differences between the healthy controls and the ADHD group.ResultsOur analyses in the normally developing children showed developmental effects; that is, older children made fewer inhibition mistakes (r=−.33, P=.001), had faster (and therefore better) reaction times (r=−.49, P<.001), and were able to produce time intervals more accurately than younger children (ρ=.35, P<.001). Discriminant analysis showed that Timo’s Adventure was accurate in most classifications whether a child belonged to the ADHD group or the normally developing group: 78% (76/97) of the children were correctly classified as having ADHD or as being in the normally developing group. The classification results showed that 72% (41/57) children in the control group were correctly classified, and 88% (35/40) of the children in the ADHD group were correctly classified as having ADHD. Sensitivity (0.89) and specificity (0.69) of Timo’s Adventure were satisfying.ConclusionsComputer-based games seem to be a valid tool to assess specific strengths and weaknesses in young children with ADHD.

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

“…Several studies support the notion that SGs could help children, in particular those with ADHD, in improving attention abilities and executive functions [31]: e.g., CogMed©, a computerized training program [32]; PlayMancer (with the inclusion of biosignal data) [33]; Harvest Challenge BCI videogame, with the measurement of cerebral signals [34]; Virtual Classroom [35]; Plan-it Commander [36]; Boogies Academy; and Cuibrain [37]. Other studies highlight that SGs (e.g., Timo's Adventures [38]) could be useful to assess the abilities of young children with ADHD (cognitive function, reward mechanisms, and time perception). Some SGs include neurofeedback systems; It has been shown that these improve executive control in subjects with ADHD in combination with pharmacological treatment [39].…”

Procedures to Select Digital Sensing Technologies for Passive Data Collection With Children and Their Caregivers: Qualitative Cultural Assessment in South Africa and Nepal

“…Although the toolbox and other app versions of psychometric tests are well described [7,15,16], little has been written about how other mother and child assessment methodologies can benefit in a similar way from technological progress. Naturalistic observation, caregiver and clinical interviews, direct assessment, and coding of interactions are still primarily the global tools of choice.…”

Development, feasibility and acceptability of a gamified cognitive DEvelopmental assessment on an E-Platform (DEEP) in rural Indian pre-schoolers – a pilot study

“…Recently, assessments of symptoms of developmental disorders such as Autism Spectrum Disorders (ASD) and Attention Deficit Hyperactivity Disorder (ADHD) have been gamified [30,31]. There is also some indication that these games might be able to provide metrics that are potentially sensitive to measuring change brought about through interventions [32].…”