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MirHoseini M S, Dortaj F, Barzegar M, Yosefi E. (2024). Effectiveness of Serious Games on Attention, Planning/Organization and Social Interactions of Children with ADHD. Journal of Childhood Health and Education. 5(3), : 1 doi:10.32592/jeche.5.3.1
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URL: http://jeche.ir/article-1-191-en.html
1- PhD Student in Counseling, Department of Psychology and Counseling, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2- Professor, Department of Educational Psychology, Allameh Tabatabai University, Tehran, Iran
3- Assistant Professor, Department of Psychology, Marodasht Branch, Islamic Azad University, Marodasht, Iran
4- Assistant Professor, Department of Psychology and Educational Sciences, Qeshm Branch, Islamic Azad University, Qeshm, Iran
2- Professor, Department of Educational Psychology, Allameh Tabatabai University, Tehran, Iran
3- Assistant Professor, Department of Psychology, Marodasht Branch, Islamic Azad University, Marodasht, Iran
4- Assistant Professor, Department of Psychology and Educational Sciences, Qeshm Branch, Islamic Azad University, Qeshm, Iran
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Table 1: Descriptive statistics for the control and the experimental group
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| Extended Abstract Background and Aim: Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder (American Psychological Association, 2013) whose global prevalence has been reported with significant variations across different studies (McDougall et al., 2023; Russell et al., 2016; Polanczyk et al., 2015; Luo et al., 2019). ADHD has negative consequences on various aspects of individuals’ personal lives, their families, and society, including emotional problems, low self-esteem, learning difficulties, and challenges with social coexistence (Tehrani-Doost et al., 2017; Tucha et al., 2011; Chan et al., 2022; Atashi et al., 2023). Cognitive assessments and social functioning diagnostics reveal significant differences between children with ADHD and their typically developing peers (Coghill et al., 2014; Ranieri et al., 2012; Sexton et al., 2012; Kuriyan et al., 2013; Bayat et al., 2023; Arnold et al., 2020). Although various psychological interventions have been employed in treating ADHD (Oswald et al., 2023; Gavin et al., 2023; Vagalinis & Dirga, 2023; Canha et al., 2023; Russell et al., 2023; Merrill et al., 2023), technological advancements have led to the adaptation of more intervention options, such as offering serious games for the treatment and improvement of ADHD symptoms. The core symptoms of this disorder are related to attention or sustained alertness, working memory, and executive functions (Kofler et al., 2018). Numerous studies have been conducted to understand the etiology of this disorder. Findings indicate that a combination of genetic, biological, and environmental factors interact in the development of ADHD (Belanger et al., 2018). One of the most commonly used treatments for ADHD is a combination of pharmacotherapy and cognitive-behavioral therapy (Cortese & Rosello-Miranda, 2017). Given the known side effects of pharmacotherapy, the scientific community is seeking alternatives with fewer side effects that demonstrate greater or comparable improvement to traditional treatments (Yu et al., 2020). Serious games are a digital solution that provide educational and informative objectives for students with ADHD in a learning environment using game components (Koutsoulenis & Gaitanidis, 2017). Serious games can enhance user participation in the assessment process through immersive environments, interactive technology, and multisensory experiences to make assessment outcomes more effective (Kato & Clark, 2017). Therapy achieved through gaming is more engaging than traditional therapy, allowing participants to witness their own growth and progress. Using serious games to treat children with ADHD can not only improve attention and suppress patients’ impulsivity but also enhance executive functions and provide cognitive training for patients (Abdul-Kareem & Jajeh, 2020). Children with ADHD struggle with their daily tasks, and the World Health Organization emphasizes providing mental health treatment services and creating more therapeutic opportunities for patients (World Health Organization, 2018). The present study aimed to investigate supportive interventions for these children. The study employed a game-based intervention to improve attention, planning/organization, and social interactions. Essentially, this research sought to test three hypotheses: first, that the serious game F.B. is effective on the attention of children with ADHD; second, that the serious game F.B. is effective on the planning/organization of children with ADHD; and finally, that the serious game F.B. is effective on the social interactions of children with ADHD. Methods: This study employed a quasi-experimental design with a pre-test, post-test, and a control group. In this study, the first group received training through serious games, while the second group (control group) did not receive any intervention. Planning/organization and social interactions were considered dependent variables. Participants played the game for a maximum of 45 min, twice a week for six weeks (12 sessions). The research population consisted of all elementary school boys and girls with signs of ADHD (ages 9 to 11) studying in the 2023-2024 school year in Shiraz. The sample was selected purposefully, and based on the principle of sample adequacy (Delavar, 2022), 30 students (18 boys, 12 girls) were divided into two groups of 15: an experimental group and a control group. Participants were randomly assigned to either the experimental or the control group. Criteria for inclusion in the study included following a psychiatrist’s prescription for medication for at least two months before the study, a clinical specialist’s diagnosis of ADHD, and the absence of comorbidity with another disorder. Additionally, continuing medication during the study period and missing no more than two sessions of the intervention were criteria for remaining in the study. The data were collected using three questionnaires: the Conners, the Brief Child Symptoms Inventory, and the Matson Social Skills Assessment, which evaluated attention, planning/organization, and social interactions, respectively. Data analysis was conducted using descriptive and inferential statistics (ANCOVA) in SPSS (version 22). Group comparisons were performed using Levene’s and Bonferroni’s post hoc tests. Results: As shown in Table 1, the descriptive results indicate that the mean scores of attention, planning/organization, and social interactions in the control group were not significantly different in the pre-test compared to the post-test stage. However, in the experimental group, notable differences were observed. The mean scores of attention, planning/organization, and social interactions between the experimental and control groups differed at the post-test stage for each of the variables at the descriptive level. To further examine the differences between the experimental and control groups, the results of the multivariate analysis of covariance (MANCOVA) indicated that the group variable had a significant overall effect on the dependent variables. The main effect of the group, or the between-group effect, was significant for the two variables of planning/organization (P<0.05) and social interactions (P<0.05). The effect size for the planning/organization variable was 0.13, and the effect size for the social interactions variable was 0.56. These results suggest that the serious F.B. game was effective. Discussion and conclusion: This study aimed to determine the effectiveness of the F.B. serious game on attention, planning/organization, and social interactions in children with ADHD. Promising results were obtained in planning/organization and social interactions for children with ADHD. The findings of this research demonstrated that the F.B. serious game effectively reduced planning/organization problems in children with ADHD. These findings align with the results of previous studies (Tantillo et al., 2002; Reid et al., 2005; Mulligan, 2001; Tocha et al., 2011; Chan et al., 2022; Atashi et al., 2023). In another study, Denkats et al. (2016) examined the development and user satisfaction of the F.B. serious game for children with ADHD and found that the need for engaging therapeutic approaches in mental health care has led to the incorporation of game-based approaches into existing behavioral education programs, such as gamification. Thus, the F.B. serious game, specifically designed to enhance behavioral learning, has proven useful and effective in areas of daily life functioning, such as time management and planning/organization (Lussier-Desrochers et al., 2023; García-Baos et al., 2019). However, the study did not show promising results in improving attention in children with ADHD. Studies that did not achieve favorable results in increasing attention through virtual platforms include Bergman et al. (2016), Wagner and Bratt (2018), Baumgart and Luo (2018), and Kyriakaki and Driga (2023), whose results are consistent with the findings of the present study. One possible explanation for the lack of effectiveness of the F.B. serious game on attention performance may be that the game is based on a virtual platform. Immersion in a virtual world can lead to distractions (Oh et al., 2019). The learning curve and adaptation to tools that are heavily based on virtual platforms require patience, perseverance, and adaptability. One limitation of this study was that participants used home systems to carry out the research, where the influence of differences in internet speed, appropriate and standard equipment, and the hardware facilities used by each user cannot be overlooked. Therefore, caution must be exercised when generalizing the results to normal conditions. Given the positive effects of the F.B. serious game on planning/organization problems and social interactions in children with ADHD, it is recommended that this innovative technology be utilized in counseling and psychotherapy clinics and schools. 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Table 1: Descriptive statistics for the control and the experimental group
| Variable | Group | Statistical Index | |
| Mean | Standard Deviation | ||
| Mather’s Age | Control | 34.47 | 4.93 |
| Serious Game | 38.53 | 5.77 | |
| Child’s Age | Control | 9.80 | 0.78 |
| Serious Game | 10 | 0.85 | |
Type of Study: Research |
Subject:
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Received: 2023/10/23 | Accepted: 2024/01/10 | Published: 2024/06/6
Received: 2023/10/23 | Accepted: 2024/01/10 | Published: 2024/06/6
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