Alien Attack: A Non-Pharmaceutical Complement for ADHD Treatment

Ahufinger, Sofía; Herrero-Martín, Pilar

doi:10.3390/e23101321

Cited by 1 publication

(1 citation statement)

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“…For example, prior work shows that adding game features and machine learning-the use of participant data in real-time and algorithms to gradually adjust difficulty level to challenge participants appropriately-to the CPT have been especially beneficial for the engagement of individuals with EF impairments such as those with ADHD [36,37]. Similarly, Ahufinger and Herrero-Martín [38] found that participants with ADHD ages 6-13 completed GAs of EF under the time allocated, with feedback from participants that they would have preferred increased task difficulty. Additionally, GAs of EF assessments can also be highly useful for research with neurotypical samples: typically developing participants without psychiatric disorders often show performance in the relatively narrow ranges in traditional EF assessments [39], and GAs permit a more nuanced measurement of performance.…”

Section: Introductionmentioning

confidence: 99%

Incorporating Evidence-Based Gamification and Machine Learning to Assess Preschool Executive Function: A Feasibility Study

Eng,

Tsegai-Moore,

Fisher

2024

Brain Sciences

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Computerized assessments and digital games have become more prevalent in childhood, necessitating a systematic investigation of the effects of gamified executive function assessments on performance and engagement. This study examined the feasibility of incorporating gamification and a machine learning algorithm that adapts task difficulty to individual children’s performance into a traditional executive function task (i.e., Flanker Task) with children ages 3–5. The results demonstrated that performance on a gamified version of the Flanker Task was associated with performance on the traditional version of the task and standardized academic achievement outcomes. Furthermore, gamification grounded in learning science and developmental psychology theories applied to a traditional executive function measure increased children’s task enjoyment while preserving psychometric properties of the Flanker Task. Overall, this feasibility study indicates that gamification and adaptive machine learning algorithms can be successfully incorporated into executive function assessments with young children to increase enjoyment and reduce data loss with developmentally appropriate and intentional practices.

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Section: Introductionmentioning

confidence: 99%