In recent years, there has been an increase in the incidence of ADHD in children and adolescents. Many learning and behavioral problems are associated with this disorder as a result of difficulties in cognitive and metacognitive functions. According to Drigas et al. (2021), only when individuals develop these functions can they be integrated in the social environment. Skills such as self-awareness, self-regulation and self-control through inner attention can help children develop alternative strategies to manage their cognitive deficits and adapt in many different environments. With the rapid development of science, several medical and psychological methods have been proposed for the treatment of ADHD, which have contributed significantly to the control of symptoms. In the present work, alternative forms of intervention are investigated, such as video games, with virtual or augmented reality environments that aim to improve the quality of life of these children.

In the last few years, several computerized tasks have been developed to increase the objectivity of the diagnosis of attention-deficit hyperactivity disorder (ADHD). Usually, its diagnosis is based on the judgment of health professionals using a clinical history that often consists of assessment scales completed by caregivers and/or teachers. Many experts have criticized this way of diagnosing ADHD, as it tends to be subjective by both doctors and caregivers. Many researchers argue that using original digital diagnostic tools in the form of games for children with ADHD may provide much clearer diagnostic clues. A game can be enjoyed much more by children, as it stimulates creativity, sets specific goals to be completed, provides a feedback mechanism that fosters motivation, and offers measurable results. The present work investigates the use and effectiveness of electronic games, either in virtual reality environments or not, for the detection of the symptoms of ADHD.

Mobile applications are constantly increasing and people are trying to find solutions to problems in their daily life in the digital world. Digital developments provide equal access and learning opportunities to people with disabilities. Today, children spend most of their time using mobile devices. Therefore, addressing their difficulties through mobile applications would be very effective. E-learning applications that use mobile devices, also known as mobile learning, can be used as therapeutic tools to improve both executive functions and quality of life. Moreover, they create greater motivation in children and adolescents by increasing the frequency of practicing cognitive and metacognitive task skills. In addition, audiovisual stimuli provided through smartphone applications can facilitate the understanding and memorization of the information provided. Therefore, they can be essential learning tools for children with ADHD.  The present work investigates the role and effectiveness of using mobile applications in order to improve the quality of life of children with ADHD.

Numerous researches carried out during the last decade have contributed to the fact that we have now enough data concerning the profile and treatment of ADHD. Too often, children with ADHD face problems in learning and behavior due to difficulties in cognitive and metacognitive functions. It is not uncommon for them to be marginalized either at school or in the family due to inappropriate handling and interventions. In order to improve the quality of life of these children and their relationships to adults and peers, it is essential to develop their emotional intelligence and skills such as self-awareness, self-regulation, and self-control. The treatment methods for ADHD usually involve behavior modification, pharmacotherapy, or a combination of both. This paper investigates the use of new technologies for the treatment of ADHD, as well as the effectiveness of behavioral interventions.