Volume 5, Issue 3 (Vol 5, No 3 (17) 2024)
2024, 5(3): 1-16 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
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. Early Childhood Health And Education. 5(3), : 1
URL: http://jeche.ir/article-1-191-en.html
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
Abstract: (585 Views)
Background and Aim: Attention Deficit/Hyperactivity Disorder (ADHD) is one of the most prevalent disorders in childhood. Effective treatment typically necessitates consistent adherence to the prescribed regimen. This study investigates the impact of serious games (FB) on attention, planning/organization, and social interactions in children with ADHD. Methods: Utilizing a quasi-experimental design, 30 children with ADHD (18 boys and 12 girls, aged 9-11) were selected from educational counseling centers in Shiraz during the 2021-2022 academic year. Following matching, they were randomly assigned to either the experimental or control group. Both groups received medication, but only the experimental group underwent training for 12 sessions over six weeks. Data were collected using three questionnaires: Connors, Brief Children's Symptoms, and Matson's Social Skills, which evaluated attention, planning/organization, and social interactions, respectively. Data analysis was performed using descriptive and inferential statistics (ANCOVA) in SPSS-22. Group comparisons were conducted using Levene and Bonferroni post-hoc tests. Results: The results indicated that the serious FB game had a significant effect on planning/organization and social interactions. However, there was no significant difference in attention scores between the experimental and control groups. Conclusion: The application of new technologies, such as serious gaming, offers a promising approach for rehabilitating individuals with ADHD. E-health interventions could potentially provide a cost-effective and accessible treatment option for children with this disorder
Article number: 1
Type of Study: Research |
Subject:
Special
Received: 2023/10/23 | Accepted: 2024/01/10 | Published: 2024/06/6
Received: 2023/10/23 | Accepted: 2024/01/10 | Published: 2024/06/6
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
