Guidelines to design tangible tabletop activities for children with attention deficit hyperactivity disorder

Cerezo, Eva; Coma, Teresa; Blasco-Serrano, Ana Cristina; Bonillo, Clara; Garrido, María A.; Baldassarri, Sandra

doi:10.1016/j.ijhcs.2019.01.002

Cited by 16 publications

(13 citation statements)

References 43 publications

(40 reference statements)

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“…In this study, we analyze the benefits of tangible interactive games in which physical objects are handled on a table with an active surface, the NIKVision Tabletop (Cerezo et al, 2019). The interfaces have physical form enabling children to perceive and touch the different elements of the games (De la Guía, Lozano, & Penichet, 2015).…”

Section: Interactive Games and Adhdmentioning

confidence: 99%

Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

Coma

Blasco-Serrano

Laparte

et al. 2020

RPTEL

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The PASS intelligence theory (Planning, Attention-Arousal, Simultaneous and Successive) was used together with Feuerstein’s mediation model to develop a system of categories for mediation in educational games. This system was used to analyze and improve the design of interactive games that can enhance mediation in learning, particularly in children with attention deficit hyperactivity disorder (ADHD). To this end, interactive games designed for a tabletop device were evaluated within an educational context. 27 children (3–14 years old), who had been diagnosed with ADHD, took part. The tabletop has an intuitive system that allows children to interact directly with objects with which they are familiar, providing opportunities for play and communication. These games were evaluated by the participant observation of individual and group playing experiences, interviews, and two focus groups. The results show that mediation recommendations can be useful in the design of the games. They also confirm the need to improve the adaptability of the games to enable children with ADHD to mediate, plan, and focus their attention. With the aid of a facilitator, the mediating function of learning-games can therefore be applied in the development of the executive functions that are key to learning.

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Section: Interactive Games and Adhdmentioning

confidence: 99%

Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

Coma

Blasco-Serrano

Laparte

et al. 2020

RPTEL

Self Cite

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“…As shown in Figure 1 , there are two major attention training models: external stimulation using interesting games [ 12 , 14 , 16 , 17 ], and the use of biofeedback to enhance the effectiveness of concentration exercises [ 13 , 14 ]. On the other hand, the most relevant research for this focused training is mindfulness meditation training [ 8 , 9 , 10 , 19 ].…”

Section: Discussionmentioning

confidence: 99%

“…The field of vision should only contain the item focused on [ 11 ]. Training methods to improve students’ attention include computer games [ 12 ], neurofeedback [ 13 , 14 , 15 ], virtual and augmented reality [ 16 , 17 ], music [ 18 ], and meditation [ 19 ]. Table 1 provides details of these methods.…”

Section: Introductionmentioning

confidence: 99%

Improvement of Attention in Elementary School Students through Fixation Focus Training Activity

Lai

Chang

2020

IJERPH

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The attentional problems of school children are a crucial topic due to abundant information in this digital era. There are five attention dimensions for children: focused attention, sustained attention, selective attention, alternating attention, and divided attention. Focused training is a traditional method of improving attention ability. Subjects are required to focus on a fixed point for an extensive period without blinking and to perceive small objects as large. This study investigates which types of attention indicators are influenced by focus training. Eighty-two grade five and six elementary school students (45 experiment group, 37 control group) were involved. The experiment group underwent focus training for 12 weeks. The training was conducted once per week, and the Attention Scales for Elementary School Children were used before and after the training to examine the children’s attention. The percentile rank scores of five attention dimensions and the total attention scale were evaluated. The results gave difference data, defined as post-test results minus the pretest results, where significant differences occurred for the total scale (p < 0.05), focused attention (p < 0.05), and selective attention (p < 0.01). Participants also noted that the training helped them improve concentration during school lessons (54.15%), fall asleep (29.1%), and relax the body (8.4%).

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“…Experts [3, 7, 10, 30, 46, 47, 58-60, 62, 63, 70, 75, 76], Parents of children with ADHD [46,60,62,70,75,76], Caregivers [15,17,47,63,67], Children not diagnosed with ADHD [47], Not clear/not specified [9,11,23,31,37,41,56], Not applicable [42,61]…”

Section: Coding Processmentioning

confidence: 99%

Designing for Care Ecosystems: a Literature Review of Technologies for Children with ADHD

Stefanidi

Schöning

Feger

et al. 2022

Interaction Design and Children

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This paper presents a systematic review of HCI literature focusing on children with ADHD, the prevailing mental health diagnosis in children. Its aim is to (i) chart the state-of-the-art in this domain (e.g. methods used), (ii) identify the ways the HCI community has addressed the needs of children with ADHD (e.g. technologies deployed), and (iii) describe the involvement of the various stakeholders playing a role in their everyday experiences (i.e. their care ecosystem). Our findings show limited engagement of the care ecosystem in the design, development and user studies of current technologies, and shortcomings in designing for multiple ecosystem stakeholders, despite their crucial role. We also find that most HCI contributions are systems aiming to address ADHD-related symptoms. Based on our findings, we provide suggestions for further research and design considerations for future systems that empower and promote the well-being of children with ADHD, while considering their care ecosystem. CCS CONCEPTS• Human-centered computing → Interactive systems and tools; HCI theory, concepts and models; Human computer interaction (HCI).

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Guidelines to design tangible tabletop activities for children with attention deficit hyperactivity disorder

Cited by 16 publications

References 43 publications

Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

Improvement of Attention in Elementary School Students through Fixation Focus Training Activity

Designing for Care Ecosystems: a Literature Review of Technologies for Children with ADHD

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