Effectiveness of EmoGalaxy Video Game on Social Skills of Children with ADHD

Hakimirad, Elham; Kashani-Vahid, Leila; Hosseini, Marzieh Sadat; Irani, Atefeh; Moradi, Hadi

doi:10.1109/isgs49501.2019.9046992

Cited by 13 publications

(7 citation statements)

References 9 publications

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“…As such, there are no published studies to compare the findings with directly, however, game-like media have previously been used to target other sociocognitive skills. Our results align with studies reporting improvements in affect recognition (emotional regulation, recognition and expression) in children with ADHD using the EmoGalaxy serious video game (Hakimirad et al, 2019) and in neurotypical children with the Socialdrome serious video game (Tan et al, 2016). On the surface, the two versions are similar since the same dilemmas are presented; however, the presence of realtime feedback and reinforcements that are tailored to the player's responses distinguishes the learning process experienced by participants who played the AV.…”

Section: Efficacy Of Moralertsupporting

confidence: 87%

Assessing and Optimizing Socio-Moral Reasoning Skills: Findings From the MorALERT Serious Video Game

et al. 2022

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BackgroundSocial cognition and competence are a key part of daily interactions and essential for satisfying relationships and well-being. Pediatric neurological and psychological conditions can affect social cognition and require assessment and remediation of social skills. To adequately approximate the complex and dynamic nature of real-world social interactions, innovative tools are needed. The aim of this study was to document the performance of adolescents on two versions of a serious video game presenting realistic, everyday, socio-moral conflicts, and to explore whether their performance is associated with empathy or sense of presence, factors known to influence social cognition.MethodsParticipants (12–17 years, M = 14.39; SD = 1.35) first completed a pre-test measure of socio-moral reasoning based on three dilemmas from a previously validated computer task. Then, they either played an evaluative version (n = 24) or an adaptive (n = 33) version of a video game presenting nine social situations in which they made socio-moral decisions and provided justifications. In the evaluative version, participants’ audio justifications were recorded verbatim and coded manually to obtain a socio-moral reasoning maturity score. In the adaptive version (AV), tailored feedback and social reinforcements were provided based on participant responses. An automatic coding algorithm developed using artificial intelligence was used to determine socio-moral maturity level in real-time and to provide a basis for the feedback and reinforcements in the game. All participants then completed a three-dilemma post-test assessment.ResultsThose who played the adaptive version showed improved SMR across the pre-test, in-game and post-test moral maturity scores, F(1.97,63.00) = 9.81, pHF < 0.001, ϵ2 = 0.21, but those who played the Evaluative version did not. Socio-moral reasoning scores from both versions combined did not correlate with empathy or sense of presence during the game, though results neared significance. The study findings support preliminary validation of the game as a promising method for assessing and remediating social skills during adolescence.

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Section: Efficacy Of Moralertsupporting

confidence: 87%

Assessing and Optimizing Socio-Moral Reasoning Skills: Findings From the MorALERT Serious Video Game

et al. 2022

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“…This is made possible by video games, as they keep kids engaged and focused throughout the entire time while also demanding that they be fully alert and aware of their surroundings [82]. According to the findings of the current bibliographic Intercultural Education and ADHD: Τhe Use of Virtual Reality as a Means of Intervention and Assessment study, virtual reality environments used in serious games have a positive impact on all aspects of social skills in children with ADHD [85]. Children's executive functioning and ADHD symptoms dramatically improve [86], and they display fewer negative behaviors [50].…”

Section: Discussionmentioning

confidence: 99%

Intercultural Education and ADHD: Τhe Use of Virtual Reality as a Means of Intervention and Assessment

Doulou,

Drigas,

Skianis

2023

Int. J. Onl. Eng.

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People are looking to the digital world for solutions to the challenges they face in their everyday lives, as technology continues to advance rapidly. People with impairments now have equal access to learning opportunities due to technological advancements. ADHD (attention deficit hyperactivity disorder) has become more prevalent among children and teenagers from ethnic minorities in recent years. Due to challenges with cognitive and metacognitive functioning, this condition is associated with various learning and behavioral difficulties. People can only assimilate into the social environment once they have developed these functions. Children can learn alternative techniques to manage their cognitive deficiencies and adapt to various contexts by developing self-awareness, self-regulation, and self-control through internal attention. With the rapid advancement of research, numerous medical and psychological approaches have been developed for the treatment of ADHD, significantly assisting in the management of symptoms. The current study examines different therapeutic strategies aimed at improving the quality of life for children from racial and ethnic minorities who are affected by ADHD. These strategies include video games with virtual reality (VR) environments.

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“…Thus, before the implementation stage, there should be conducted at least efficacy RCTs to fully test the DHI. Most of these types of studies for ADHD either use commercially available devices like mobile phones ( 46 ) or personal computers ( 14 , 18 ) with software or systems that are primarily “off-the-shelf” [e.g., neurofeedback training ( 47 – 49 )]. Using commercially available systems allows long, complex interventions to test efficacy once usability and safety have already been determined.…”

Section: Methodsmentioning

confidence: 99%

Interdisciplinary Tensions When Developing Digital Interventions Supporting Individuals With ADHD

Cibrian

Monteiro

Schuck

et al. 2022

Front. Digit. Health

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Effectiveness of EmoGalaxy Video Game on Social Skills of Children with ADHD

Cited by 13 publications

References 9 publications

Assessing and Optimizing Socio-Moral Reasoning Skills: Findings From the MorALERT Serious Video Game

Assessing and Optimizing Socio-Moral Reasoning Skills: Findings From the MorALERT Serious Video Game

Intercultural Education and ADHD: Τhe Use of Virtual Reality as a Means of Intervention and Assessment

Interdisciplinary Tensions When Developing Digital Interventions Supporting Individuals With ADHD

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