A Review on Serious Games for ADHD

Zheng, Yuanyuan; Li, Rongyang; Li, Sha; Zhang, Yudong; Yang, Shunkun; Ning, Huansheng

doi:10.48550/arxiv.2105.02970

Cited by 9 publications

(7 citation statements)

References 53 publications

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“…Thus, the link between ADHD and video games is not conclusive, and some authors find no association between IGD and ADHD [26]; other studies suggest that "serious games" based on gamification may have therapeutic benefits for improving the symptomatology of ADHD [27]; we also find studies that suggest a lack of clinical evidence that children with neurodevelopmental disorders can benefit from video games [28].…”

Section: Introductionmentioning

confidence: 58%

Evaluation of Problematic Video Game Use in Adolescents with ADHD and without ADHD: New Evidence and Recommendations

Isorna Folgar,

Faílde Garrido,

Dapía Conde

et al. 2024

Behavioral Sciences

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Video game addiction among adolescents, particularly those with ADHD, is a significant concern. To gather more insights into video game usage patterns in this population, we investigated levels of potentially problematic use, passion, motivations, and emotional/behavioral symptoms in adolescents with and without ADHD. Our cross-sectional, multicenter study involved 2513 subjects (Age M = 15.07; SD = 2.82) from 24 schools in Galicia (Spain), including 158 (6.3%) diagnosed with ADHD. We employed an ad hoc questionnaire covering sociodemographic data and ADHD diagnosis, the Questionnaire of Experiences Associated with Video Games (CERV), the scale of passion for video games, reasons for playing video games Questionaire (VMQ), and emotional/behavioral problems assessment (SDQ). Results indicated heightened vulnerability in adolescents with ADHD, manifesting in longer usage durations and higher problematic use scores. Interestingly, ADHD medication did not affect internet gaming disorder development. Motivations for gaming differed between groups, with the ADHD cohort showing distinctions in cognitive development, coping, and violent reward. Additionally, the ADHD group exhibited greater emotional/behavioral symptoms, hyperactivity, and reduced prosocial behavior.

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Section: Introductionmentioning

confidence: 58%

Evaluation of Problematic Video Game Use in Adolescents with ADHD and without ADHD: New Evidence and Recommendations

Isorna Folgar,

Faílde Garrido,

Dapía Conde

et al. 2024

Behavioral Sciences

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“…It is also true that recent reviews have reported how video games and playing serious games can improve several areas that are impaired in ADHD, such as attention, executive functions, hyperactivity and impulsivity, emotional regulation, and motor and visual skills [ 17 , 18 , 89 ], as well as modifying EEG activity in ADHD+IGD adolescents in comparison with those with ADHD only [ 19 ] in relation to the relative beta and theta power. As methylphenidate was shown to increase beta power in centro-parietal regions, with improvements in behavioral and cognitive symptoms [ 90 ], it is possible that gaming by stimulating synaptic dopaminergic neurotransmission can determine an attentional capacity enhancement similar to that produced by methylphenidate [ 91 ].…”

Section: Discussionmentioning

confidence: 99%

“…In this regard, excessive gaming may be sustained by stimulatory effects on reward and sensitization [ 98 ], in the same way that long-term modifications in the brain reward circuit can sustain substance dependence [ 26 ]. Therefore, is has been suggested that video games could play a real role in ADHD rehabilitation if the visual effects of the game design are not too eye catching, the rules and gameplay of the game focus on cultivating concentration and suppressing impulses, and the game characters and scenes correspond to real life [ 89 ]. The family environment should be also considered because of its influence in the emergence of problematic gaming behavior [ 99 , 100 ] and the persistence of GD symptoms over time [ 20 ].…”

Section: Discussionmentioning

confidence: 99%

ADHD-Gaming Disorder Comorbidity in Children and Adolescents: A Narrative Review

2022

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Attention Deficit/Hyperactivity Disorder (ADHD) is a neurobiological condition characterized by developmentally inadequate levels of inattention, hyperactivity, and impulsivity, and a neurobiological disruption in brain neurotransmitters and circuitry causing abnormal responses to rewards. Playing electronic games generates a biological response that activates the neuronal circuits linked to pleasure and reward, and there is a growing attention to this type of activity, which can also turn into a mental health condition. The existence and the boundaries between the functional and the dysfunctional are still a source of debate, with the recognition of ‘Internet Gaming Disorder’ (IGD) as a condition belonging to the broader area of addiction requiring more in-depth study with respect to the DSM-5, while ‘Gaming Disorder’ (GD) was officially recognized as a new diagnosis by the World Health Organization (WHO) in the updated revision of the International Classification of Diseases (ICD-11). Notwithstanding, the suggested criteria for the diagnosis of Gaming Disorder are still debated. Since ADHD has been reported as a risk factor for developing addictions, this narrative review aims to provide the current state-of-the art of the knowledge about the comorbidity between ADHD and Gaming Disorder. For this aim, a literature search was conducted using a combination of specific keywords and the results are discussed within the R-Do-C framework and dimensions, and implications for treatment are considered.

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“…Virtual games constitute great interest for children with ADHD as they simulate real scenes. In fact, a review study (Zheng et al, 2021) found that technological games can provide great help to children with ADHD since they are not only fun and enjoyable, but also reduce symptoms of ADHD, alongside the coaching effect achieved in the game, which contributes to the transition to real life. Various studies have shown that such games help to improve social communication skills, academic achievement, and selfcontrol as well as their engagement and motivation of ADHD children in their day-to-day living (Alabdulakareem & Jamjoom, 2020).…”

Section: Games Reciprocal Behavior and Social Skillsmentioning

confidence: 99%

Can you help? Social Skills and Reciprocal Behavior among Children with and without SLD/ADHD

Eden,

Ezra,

Rozenshtein

et al. 2023

Preprint

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The study aims to compare the reciprocal behavior, while interacting with a virtual-player in a computer game, between children with typical-development (TD) and children with specific-learning-disabilities (SLD) and/or with attention-deficit/hyperactivity disorder (ADHD), and examine the correlation to social skills. The study included 120 children (43 SLD/ADHD, 77 TD) ages 9-11 years. Subjects filled out self-reported questionnaires focusing on social skills and reciprocity and played a computer game in which such social situations arise. Results showed no difference between the groups in self-reported social skills or reciprocity. However, the children’ actual reciprocal behavior while playing the game revealed different results: the SLD/ADHD group exhibited higher selfish (help others out of concern for self) and lower altruistic (help others out of concern for others) reciprocity compared to the TD group. A correlation was found between the self-reported social skills and reciprocity, as well as to actual reciprocal-patterns reflected in the games played.

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A Review on Serious Games for ADHD

Cited by 9 publications

References 53 publications

Evaluation of Problematic Video Game Use in Adolescents with ADHD and without ADHD: New Evidence and Recommendations

Evaluation of Problematic Video Game Use in Adolescents with ADHD and without ADHD: New Evidence and Recommendations

ADHD-Gaming Disorder Comorbidity in Children and Adolescents: A Narrative Review

Can you help? Social Skills and Reciprocal Behavior among Children with and without SLD/ADHD

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