A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?
Open accessAbstract
OBJECTIVE: The aim of the current study was to identify which subgroups of children with Attention Deficit Hyperactivity Disorder (ADHD) benefitted the most from playing a Serious Game (SG) intervention shown in a randomized trial to improve behavioral outcomes. METHOD: Pre-intervention characteristics [i.e., gender, age, intellectual level of functioning, medication use, computer experience, ADHD subtype, severity of inattention problems, severity of hyperactivity/impulsivity problems, comorbid Oppositional Defiant Disorder (ODD) and Conduct Disorder (CD) symptoms] were explored as potential moderators in a Virtual Twins (VT) analysis to identify subgroups for whom the SG intervention was most effective. Primary outcome measures were parent-reported time management, planning/organizing and cooperation skills. RESULTS: Two subgroups were identified. Girls (n = 26) were identified as the subgroup that was most likely to show greater improvements in planning/organizing skills as compared to the estimated treatment effect of the total group of participants. Furthermore, among the boys, those (n = 47) with lower baseline levels of hyperactivity and higher levels of CD symptoms showed more improvements in their planning/organizing skills when they played the SG intervention as compared to the estimated treatment effect of the total group of participants. CONCLUSION: Using a VT analysis two subgroups of children with ADHD, girls, and boys with both higher levels of CD and lower levels of hyperactivity, were identified. These subgroups mostly benefit from playing the SG intervention developed to improve ADHD related behavioral problems. Our results imply that these subgroups have a higher chance of treatment success.
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The current results are consistent with previous research stating that playing videogames can increase concentration and other cognitive variables, such as processing speed or visual discrimination.
“These results are in line with previous research stating that playing videogames can increase concentration and other cognitive variables, such as processing speed or visual discrimination [12,13,14,15,16].”
From Serious Games and Their Effect Improving Attention in Students with Learning Disabilities (2019) · cites this paper as [15]
Serious game interventions have been found to improve time management and planning/organization and reduce hyperactivity symptoms in students with ADHD.
“Those authors found improvements in time management and planning/organization, and a reduction in hyperactivity symptoms in a group of students with ADHD who received an SG intervention.”
From Serious Games and Their Effect Improving Attention in Students with Learning Disabilities (2019) · cites this paper as [15]
Bul et al. [15] reported improvements in time management and planning/organizing, as well as a reduction in hyperactivity symptoms in a group of students with ADHD who played an SG intervention.
“Bul et al. [15], for instance, reported improvements in time management and planning/organizing, as well as a reduction in hyperactivity symptoms in a group of students with ADHD who played an SG intervention.”
From Serious Games and Their Effect Improving Attention in Students with Learning Disabilities (2019) · cites this paper as [15]
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References 67 · Cited by 71
Research works printed but not linked: 2
- [37]Wechsler D. Wechsler Intelligence Scale for children (3rd ed.). San Antonio, TX: Psychological Corporation; 1991.
- [43]Egberink IJL, Holly-Middelkamp FR, Vermeulen CSM. (2017, August 2nd). COTAN beoordeling 2008, Vragenlijst voor Gedragsproblemen bij Kinderen [COTAN review 2008, Disruptive Behavior Disorder Rating Scale]. Retrieved from www.cotandocumentatie.nl
- Authors
- Bul, K. C. M., Doove, L. L., Franken, I. H. A., Oord, S. V. D., Kato, P. M., & Maras, A.
- Affiliations
- Yulius (NL)
- KU Leuven (BE)
- Erasmus University Rotterdam (NL)
- University of Amsterdam (NL)
- Coventry (United Kingdom) (GB)
- Corresponding author
- Bul, Kim C. M.
- ORCID
- Venue
- PLOS ONE
- Publisher
- Public Library of Science (PLoS)
- Published
- 2018-03-15
- Volume
- 13
- Issue
- 3
- Pages
- e0193681
- ISSN
- 1932-6203 (ISSN-L)
- PMC
- PMC5854282
- OpenAlex
- W2793140083
- Cited by
- 71
- References
- 67
- Citations by year
- 2026: 8 · 2025: 11 · 2024: 7 · 2023: 9 · 2022: 10 · 2021: 10 · 2020: 9 · 2019: 5 · 2018: 1
- FWCI
- 4.92
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- PLoS ONE (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- EUR Research Repository (Erasmus University Rotterdam) (publishedVersion, other-oa)
- Pure (Coventry University) (acceptedVersion, cc-by)
- Lirias (KU Leuven) (submittedVersion, other-oa)
- EUR Research Repository (Erasmus University Rotterdam) (submittedVersion, other-oa)
- RePub (Erasmus University Rotterdam) (submittedVersion, other-oa)
- RePEc: Research Papers in Economics (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Figshare (submittedVersion, cc-by)
- Funders
- Johnson and Johnson
- Flanders' Care (DEM2012-02-07)
- Research Fund of Leuven University (GOA/15/003)
- Interuniversity Attraction Poles programme (IAP/P7/06)
- Topics
- Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Psychology › Clinical Psychology › Child Therapy and Development
- Keywords
- attention deficit hyperactivity disorder, serious games, treatment response, hyperactivity/impulsivity, gender differences, time management, cooperation skills, children
- MeSH terms
- Games, Recreational, Attention Deficit Disorder with Hyperactivity, Child, Female, Humans, Male, Twins, Treatment Outcome
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