Mobile Application “Neurogame” for Assessment the Attention, Focus and Concentration

Loleski, Mario; Loleska, Sofija; Pop‐Jordanova, Nada

doi:10.2478/prilozi-2018-0006

Cited by 5 publications

(2 citation statements)

References 15 publications

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“…Long time ago, the QEEG parameters were used to differentiated between children with learning Disorders (LD) and those with good academic achievement (Hendren, Haft, Black, White, & Hoeft, 2018;Harmony et al, 1990;Jäncke & Alahmadi, 2016;John, Prichep, Ahn, Easton, Fridman, & Kaye, 1983;Karovska-Ristovska, Kardaleska, Ajdinski, & Shurbanovska, 2018). LD children are characterized by more power in the theta band and less amount of power in the range of alpha frequencies (Kostic, Vladisavljevic, Popovic, & Cudov, 1983;Knight, 2018;Loleski, Loleskа, & Pop-Jordanova, 2017;Lubar, Bianchini, Calhoun, Lambert, Brody, & Shabsin, 1985;Marosi, 1992;Marosi, 1997;Marosi et al, 1992;Meng, Hager, Held, Page, Olson, Pennington, & Gruen, 2005). Even increases in power in the delta band have also been observed in cases with severe difficulties (Harmony et al, 1990).…”

Section: Discussionmentioning

confidence: 99%

Psychophysiological Characteristics of Children with Dyslexia

Pop‐Jordanova¹,

Markovska-Simoska²,

Loleska³

et al. 2020

ELSR

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Dyslexia is a specific learning disorder that involves difficulty reading due to decoding problems for letters and words. Statistics shows that 5-10% of the general population has dyslexia. The aetiology of reading disorder supposes some biological causes and morphological markers useful in the classification and early identification of the problem.The aim of this article is to find appropriate parameters, which will be useful for early diagnosis and finding the right modalities for treatment.Our findings about QEEG characteristics are not conclusive. However, slowing of brain activity in dyslexic children appeared to be confirmed. These findings lead to the possible hypothesis of delay in neurological development of these children. Significant theta/beta ratio suggest possible comorbidity with ADHD.Further research with more children included is proposed.

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Section: Discussionmentioning

confidence: 99%

Psychophysiological Characteristics of Children with Dyslexia

Pop‐Jordanova¹,

Markovska-Simoska²,

Loleska³

et al. 2020

ELSR

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“…In previous research, we noted that mobile phones are currently used in medicine as a tool for assessment and for the treatment of many disorders [1,2,3]. However, the fact is that mobile phones today are overused and can be the cause of addiction.…”

Section: Is Smartphone Addiction In the Younger Population A Public H...mentioning

confidence: 99%

Is Smartphone Addiction in the Younger Population a Public Health Problem?

Loleska

Pop‐Jordanova

2021

Prilozi

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Problematic smartphone use and or addiction is defined as a form of behaviour characterized by the compulsive use of a smartphone that results in various forms of physical, psychological, or social harm. Global popularity in the area of the use of smartphones has raised concerns about the negative effects associated with problematic smartphone use, especially in the younger population. Having no consensual definition of smartphone addiction (SA), this behavioural addiction is based on the classic addiction symptomology that was included in DSM-5 criteria for compulsive gambling and substance abuse (APA 2013) This article provides a review of current research related to SA. Articles were found in the PUBMED database using related key words. Statistics confirm the exponential rise of this problem globally, especially in children and adolescents. Therefore, one must make this a high priority among public health issues.

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The Making and Evaluation of Digital Games Used for the Assessment of Attention: Systematic Review

Wiley¹,

Robinson²,

Mandryk³

2021

JMIR Serious Games

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Background Serious games are now widely used in many contexts, including psychological research and clinical use. One area of growing interest is that of cognitive assessment, which seeks to measure different cognitive functions such as memory, attention, and perception. Measuring these functions at both the population and individual levels can inform research and indicate health issues. Attention is an important function to assess, as an accurate measure of attention can help diagnose many common disorders, such as attention-deficit/hyperactivity disorder and dementia. However, using games to assess attention poses unique problems, as games inherently manipulate attention through elements such as sound effects, graphics, and rewards, and research on adding game elements to assessments (ie, gamification) has shown mixed results. The process for developing cognitive tasks is robust, with high psychometric standards that must be met before these tasks are used for assessment. Although games offer more diverse approaches for assessment, there is no standard for how they should be developed or evaluated. Objective To better understand the field and provide guidance to interdisciplinary researchers, we aim to answer the question: How are digital games used for the cognitive assessment of attention made and measured? Methods We searched several databases for papers that described a digital game used to assess attention that could be deployed remotely without specialized hardware. We used Rayyan, a systematic review software, to screen the records before conducting a systematic review. Results The initial database search returned 49,365 papers. Our screening process resulted in a total of 74 papers that used a digital game to measure cognitive functions related to attention. Across the studies in our review, we found three approaches to making assessment games: gamifying cognitive tasks, creating custom games based on theories of cognition, and exploring potential assessment properties of commercial games. With regard to measuring the assessment properties of these games (eg, how accurately they assess attention), we found three approaches: comparison to a traditional cognitive task, comparison to a clinical diagnosis, and comparison to knowledge of cognition; however, most studies in our review did not evaluate the game’s properties (eg, if participants enjoyed the game). Conclusions Our review provides an overview of how games used for the assessment of attention are developed and evaluated. We further identified three barriers to advancing the field: reliance on assumptions, lack of evaluation, and lack of integration and standardization. We then recommend the best practices to address these barriers. Our review can act as a resource to help guide the field toward more standardized approaches and rigorous evaluation required for the widespread adoption of assessment games.

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Mobile Application “Neurogame” for Assessment the Attention, Focus and Concentration

Cited by 5 publications

References 15 publications

Psychophysiological Characteristics of Children with Dyslexia

Psychophysiological Characteristics of Children with Dyslexia

Is Smartphone Addiction in the Younger Population a Public Health Problem?

The Making and Evaluation of Digital Games Used for the Assessment of Attention: Systematic Review

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