Effect of computer game intervention on the attention capacity of mentally retarded children
Abstract
The low rate of understanding and the limited domain of attention are two important and distinctive characteristics of mental retardation. One of the important strategies to provide effective education for these subjects is to lessen the backgrounds and impacts of these affective factors. The aim of this research was to find the effect of computer games program on the amount of mentally retarded persons' attention. Sixty educable male mentally retarded subjects were selected from two 24-h care centres in Tehran. The Toulouse-Pieron Scale was used to determinate the subjects' attention at pre-post test. Members of the experimental group were subjected to 35 sets of computer games. After use of the sets of computer games, the attention scores of the subjects were assessed immediately after the intervention and 5 weeks later. The results showed that exactly after the intervention the average attention scores of the experimental group were significantly higher than those of the control group. But, 5 weeks after the intervention, there was actually no significant difference.
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Eight studies used serious games that were designed as such, and two studies used an existing entertainment game for a serious purpose (purpose-shifted).
“Eight studies used serious games that were designed as such (34, 35, 58–63). Two studies used an existing entertainment game for a serious purpose (purpose-shifted) (48, 64).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [61]
Six studies used serious games in the cognition training genre.
“Six studies used serious games in the cognition training genre (48, 58, 59, 61, 63, 65).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [61]
A cognition training computer games program that focused on path-finding was used in order to reduce cognitive decline symptoms.
“A cognition training computer games program that focused on path-finding (proceeding from easy to hard) was used in order to reduce cognitive decline symptoms (61).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [61]
Two studies targeted cognitive functioning symptoms, meaning limited attention capacity due to impairment and age-related decline in cognitive performances including working memory, speed of processing, and cognitive control.
“Two studies targeted cognitive functioning symptoms (58, 61), meaning limited attention capacity due to impairment (61) and age-related decline in cognitive performances including working memory, speed of processing, and cognitive control (58).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [61]
The serious games studied by Rezaiyan et al. are based on the finding that playing video games based on internal motivation can be a source of increasing attention power.
“The serious games studied by Rezaiyan et al. (61) are based on the finding that playing video games based on internal motivation can be a source of increasing attention power (61).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [61]
Cognitive functioning was targeted in two studies.
“Cognitive functioning was targeted in two studies (58, 61).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [61]
The group targeting cognitive functioning-related symptoms showed a large significant effect [g = 0.79 (95% CI 0.36-1.21, P < 0.05, NNT = 2.36)].
“The group targeting cognitive functioning-related symptoms such as lower attentional ability (58, 61) showed a large significant effect [g = 0.79 (95% CI 0.36–1.21, P < 0.05, NNT = 2.36)].”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [61]
The majority of studies focused on youth and young adults especially for ASD, ADHD, and depression.
“The majority of studies focused on youth and young adults especially for ASD, ADHD, and depression (34, 35, 59–61, 63).”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [61]
The group targeting youth (≤18) was shown to have a moderate effect size [g = 0.70 (95% CI 0.32-1.07, NNT = 2.63)].
“The group targeting youth (≤18) (34, 35, 59–61, 63) was shown to have a moderate effect size [g = 0.70 (95% CI 0.32–1.07, NNT = 2.63)]”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [61]
The group targeting clinical participants showed a moderate effect size of [g = 0.59 (95% CI 0.18-0.99, NNT = 3.09)].
“The group targeting clinical participants (with diagnosed mental disorder) (35, 59, 61, 63) showed a moderate effect size of [g = 0.59 (95% CI 0.18–0.99, NNT = 3.09)]”
From Serious Games for Mental Health: Are They Accessible, Feasible, and Effective? A Systematic Review and Meta-analysis (2017) · cites this paper as [61]
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- Authors
- Rezaiyan, A., Mohammadi, E., & Fallah, P. A.
- Affiliations
- Tarbiat Modares University (IR)
- Corresponding author
- Mohammadi, Eesa
- ORCID
- Mohammadi, Eesa
- Venue
- International Journal of Nursing Practice
- Publisher
- Wiley
- Published
- 2007-09-20
- Volume
- 13
- Issue
- 5
- Pages
- 284-288
- ISSN
- 1322-7114 (ISSN-L)
- 1440-172X
- OpenAlex
- W2093000668
- Cited by
- 42
- References
- 27
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2023: 2 · 2022: 3 · 2021: 3 · 2020: 5 · 2019: 1 · 2018: 5 · 2017: 3 · 2016: 2 · 2015: 2 · 2014: 2 · 2013: 3 · 2012: 5
- FWCI
- 0.69
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Nursing Practice (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Down syndrome and intellectual disability research
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- attentional capacity, intellectual disability, mentally retarded children, game-based learning, long-term intervention effects
- MeSH terms
- Affect, Attention, Child, Child Behavior, Psychology, Child, Education of Persons with Intellectual Disabilities, Education of Intellectually Disabled, Educational Status, Follow-Up Studies, Humans, Iran, Male, Motivation, Neuropsychological Tests, Surveys and Questionnaires, Self Concept, Severity of Illness Index, Teaching Materials, Video Games, Persons with Intellectual Disabilities, Persons with Mental Disabilities
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