Serious Games and Their Effect Improving Attention in Students with Learning Disabilities

García-Redondo, Patricia; García, Trinidad; Areces, Débora; Núñez, José Carlos; Rodríguez, Celestino

doi:10.3390/ijerph16142480

Cited by 112Educational Games and GamificationDevelopmental and Educational NeuropsychologyAttention Deficit Hyperactivity Disorder

Serious Games and Their Effect Improving Attention in Students with Learning Disabilities

Open access

García-Redondo, Patricia, García, Trinidad, Areces, Débora, Núñez, José Carlos, Rodríguez, Celestino·2019·International Journal of Environmental Research and Public Health

DOI 10.3390/ijerph16142480PMC PMC6679141

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Abstract

Previous studies have shown the positive effects of educational video games (serious games) in improving motivation, attention and other cognitive components in students with learning disabilities. This study analyzes the effects on attention of a serious game based on multiple intelligences in a sample of 44 students (age range = 6–16 years; experimental group = 24; control group = 20) with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Performance and observation measures of attention were used. The intervention consisted of 28 sessions (10 min each), in which the participants trained with 10 games based on multiple intelligences. A significant improvement in attention performance measures (visual attention) was found after the intervention, with the experimental and the control groups significantly differing in the posttest. These results invite consideration of the applicability of boosting different intelligences, talents or unique abilities through educational videogames as an important bridge to improving areas of deficit-in this case attention-in students with learning disabilities.

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TL;DR

This quasi-experimental study tested a serious-game intervention based on multiple intelligences in 44 students aged 6–16 with ADHD and/or specific learning disorder. It found significant posttest gains in performance-based visual attention favoring the experimental group, but no significant changes on parent-reported attention/hyperactivity measures.

Key findings

The experimental group (n = 24) and control group (n = 20) differed significantly at posttest on all D2 performance attention variables—quality of attention (TOT), concentration (CON), and correct responses (CR)—favoring the experimental group; effect sizes were large, with the highest effect size for CR. Age as a covariate was not statistically significant.
Both groups improved on D2 performance measures from pretest to posttest, but the gain was greater in the experimental group after controlling for pretest differences.
On the EDAH parent-report observation measures, there were no statistically significant differences between groups at pretest or posttest, and means indicated no significant symptom reduction over time.
The sample comprised 44 students (male = 27; 61.4%), age range 6–16 years (M = 11.56; SD = 2.67), mean IQ = 109.12 (SD = 14.105); groups did not differ significantly in age (p = 0.470) or IQ (p = 0.665).

Methods

Quasi-experimental two-group design with random assignment: 44 students with ADHD and/or SLD recruited from an educational psychology service in Northern Spain; experimental group n = 24, control group n = 20. The control group received no parallel training but was given the same intervention after posttest for ethical reasons.
Intervention: 28 sessions (2 ten-minute sessions per week); participants played two games per session (5 min each) from “Boogies Academy” (ages 6–10) or “Cuibrain” (ages 11–16), with 10 sub-games covering at least one key ability from each of Gardner’s eight intelligences.
Measures and analysis: WISC-IV for IQ/exclusion; D2 Attention Test performance measures (D2-TOT, D2-CON, D2-CR) and EDAH parent observation measures (EDAH-AD, EDAH-H/I, EDAH-ADHD) at pretest and posttest. Separate ANCOVAs controlled for pretest and age, with eta squared effect sizes; SPSS 24, p < 0.05.

Limitations

Stated by the paper: small and heterogeneous sample limits generalization; absence of a control group without learning disabilities; possible effects of game aesthetics and difficulty were not analyzed; the number of attentional measures could be increased, especially observation measures; teacher reports were not included; and no follow-up measures were taken, so long-term effects could not be analyzed.
Evident from the text: exact effect-size values and posttest means are not reported in the narrative (only described as large), and the control group received no parallel or alternative training before posttest, so nonspecific contact/attention effects cannot be fully separated from the game intervention.

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Integrity signals

Registry

Crossref · 10.3390/ijerph16142480

Cites

37 of 37 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 44 cited sources checked · 0 supported · 0 flagged

Findingown data
The covariate age did not have a statistically significant effect in any of the D2 comparisons.
“The covariate age did not have a statistically significant effect in any of the comparisons made.”
Quote in the paperNot a substantial claim
Findingown data
There were statistically significant differences between the experimental and control groups on all D2 performance variables at posttest, favoring the experimental group.
“A statistical analysis of between-group differences showed that, although the groups did not differ significantly in the pretest, there were statistically significant differences in the posttest in all variables, favoring the experimental group.”
- Also stated in: § 4. Discussion · plain
  “Looking at between-group differences, the groups were statistically significantly different in their levels of attention at the end of the intervention, with participants in the experimental group exhibiting significantly higher levels of attention in comparison to the controls.”
Quote in the paperSubstantial claim
Findingown data
There was no significant reduction in symptoms over time in either group on observation measures (EDAH).
“Looking at each group separately, the means indicate that there was no significant reduction in the symptoms over time.”
Quote in the paperNot a substantial claim
Findingown data
After the intervention, a significant improvement in attention performance measures (visual attention) was found.
“A significant improvement in attention performance measures (visual attention) was found after the intervention”
Quote in the paperSubstantial claim
Findingown data
The experimental and control groups did not differ significantly on D2 performance measures at pretest.
“A statistical analysis of between-group differences showed that, although the groups did not differ significantly in the pretest, there were statistically significant differences in the posttest in all variables, favoring the experimental group.”
Quote in the paperSubstantial claim

Findingown data
The increase in D2 performance measures was greater in the experimental group than in the control group.
“This increase was greater in the experimental group (Figure 3).”
- Also stated in: § 4. Discussion · plain
  “However, once the sample was controlled for the possible effect of pretest differences, the gain was greater in the case of the experimental group than in the control group.”
Quote in the paperSubstantial claim
Findingown data
There were no statistically significant differences between the experimental and control groups on observation measures (EDAH administered to families) at pretest.
“In the case of observation measures (EDAH administered to families), there were no statistically significant differences between the groups either at pretest or posttest.”
- Also stated in: § 4. Discussion · plain
  “Our participants in the experimental and control groups did not differ in the variables of attention deficit, hyperactivity/impulsivity, or the combination of both—either before or after the intervention.”
Quote in the paperNot a substantial claim
Findingown data
There were no statistically significant differences between the experimental and control groups on observation measures (EDAH) at posttest.
“In the case of observation measures (EDAH administered to families), there were no statistically significant differences between the groups either at pretest or posttest.”
- Also stated in: § 4. Discussion · plain
  “Our participants in the experimental and control groups did not differ in the variables of attention deficit, hyperactivity/impulsivity, or the combination of both—either before or after the intervention.”
Quote in the paperSubstantial claim
Findingown data
The experimental and control groups significantly differed in the posttest.
“with the experimental and the control groups significantly differing in the posttest.”
Quote in the paperSubstantial claim
Findingown data
There is no correspondence between the results from performance and observation measures in this study.
“While one of the findings from the study was that there is no correspondence between the results from performance and observation measures”
Quote in the paperSubstantial claim
Study design and conductown data
Assignment of participants to the experimental and control groups was random.
“The assignation to the groups was random.”
Quote in the paperSubstantial claim
Study design and conductreasoning
Participants were diagnosed with specific learning disorder according to DSM-5 criteria using WISC-IV indices and reading, writing, and/or arithmetic performance cutoffs.
“According to the DSM-5, participants were diagnosed with SLD if at least one interpretable Wechsler Intelligence Scale for Children–IV (WISC-IV) index from the verbal comprehension index or perceptual reasoning index was ≥85, and performances on reading, writing, and/or arithmetic skills were under the clinical cutoff scores indicated by cited guidelines (≤2 SD below mean performances of age-m”
Quote in the paperSubstantial claim
Study design and conductown data
Gender distribution was equivalent in both the experimental and control groups.
“A chi-squared (χ2) test indicated that gender distribution was equivalent in both the experimental (p = 0.414) and the control group (p = 0.180).”
Quote in the paperNot a substantial claim
Premisecitation
Working on multiple intelligences has a positive effect on students regardless of their needs, the nature of their talents, or their cultural or socio-economic status.
“These results indicated the positive effect on students of working on MI, regardless of their needs, the nature of their talents or their cultural or socio-economic status.”
Quote in the paperSubstantial claim0 of 1 sources checked
- cites [10] Kuo, 2010, Identifying young gifted children and cultivating problem solving abilities and multiple intelligences, Learn. Individ. Differ. source
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Interpretationcitation
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].”
Quote in the paperNot a substantial claim0 of 5 sources checked
- cites [12] 2015, Gamification. Theory of Education, Educ. Knowl. Soc.
  Not checked in the free run.
- cites [13] 2010, Videojuegos como dispositivos culturales: Las competencias espaciales en educación, Comunicar
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- cites [14] Bul, 2016, Behavioral Outcome Effects of Serious Gaming as an Adjunct to Treatment for Children with Attention-Deficit/Hyperactivity Disorder: A Randomized Controlled Trial, J. Med. Internet Res. source
  Not checked in the free run.
- cites [15] Bul, K.C.M., Doove, L.L., Franken, I.H.A., Van der Oord, S.V., Kato, P.M., and Maras, A. (2018). A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?. PLoS ONE, 13. source
  Not checked in the free run.
- cites [16] Lumsden, 2016, Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy, JMIR Serious Games source
  Not checked in the free run.
Premisecitation
In a normative sample of 372 students from first to third grade, Boogies Academy showed a normal distribution in correct responses, playing time, and accuracy in the different games.
“Garmen et al. [28] analyzed the performance of a normative sample of 372 students from first to third grade in “Boogies Academy.” Results showed a normal distribution in the variables of correct responses, playing time, and accuracy in the different games.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites [28] Garmen, 2019, Inteligencias múltiples y videojuegos: Evaluación e intervención con software TOI, Comunicar source
  Not checked in the free run.
Premisecitation
Previous studies have shown positive effects of educational video games (serious games) in improving motivation, attention and other cognitive components in students with learning disabilities.
“Previous studies have shown the positive effects of educational video games (serious games) in improving motivation, attention and other cognitive components in students with learning disabilities.”
Quote in the paperSubstantial claim0 of 2 sources checked
- cites [12] 2015, Gamification. Theory of Education, Educ. Knowl. Soc.
  Not checked in the free run.
- cites [13] 2010, Videojuegos como dispositivos culturales: Las competencias espaciales en educación, Comunicar
  Not checked in the free run.
Premisecitation
The use of game-based neurofeedback systems, in combination with pharmacological support, has been shown to help improve executive control in subjects with ADHD to a greater extent than pharmacological support alone.
“For instance, the use of game-based neurofeedback systems, in combination with pharmacological support, has been shown to help improve executive control in subjects with ADHD to a greater extent than pharmacological support alone [49].”
Quote in the paperSubstantial claim0 of 1 sources checked
- cites [49] Cueli, 2016, Efficacy of Neurofeedback Versus Pharmacological Support in Subjects with ADHD, Appl. Psychophysiol. Biofeedback source
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Study design and conductnone given
The absence of a control group of students without learning disabilities is a limitation of the study.
“The absence of a control group of students without learning disabilities is also a limitation.”
Quote in the paperSubstantial claim
Premisecitation
These studies have noted the presence of low-to-moderate associations between the information obtained by different methods or informants.
“These studies have noted the presence of low-to-moderate associations between the information obtained by different methods or informants.”
Quote in the paperSubstantial claim
Premisecitation
Bul et al. [14] found positive effects of serious games on attention in a 10-week SG intervention ('Plan-It Commander') in a sample of ADHD students aged 8-12.
“The same authors found positive effects of SGs on attention in previous research [14] when they analyzed the effect of a 10-week SG intervention (called “Plan-It Commander”) in a sample of ADHD students aged 8–12.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites [14] Bul, 2016, Behavioral Outcome Effects of Serious Gaming as an Adjunct to Treatment for Children with Attention-Deficit/Hyperactivity Disorder: A Randomized Controlled Trial, J. Med. Internet Res. source
  Not checked in the free run.
Interpretationown data
Preliminary results from this study suggest the potential usefulness of the two videogames tested for improving attention variables (in the case of the D2 test) in the current sample of children and adolescents.
“On the whole, preliminary results from this study suggest the potential usefulness of the two videogames tested improving attention variables (in the case of the D2 test) in the current sample of children a adolescents.”
Quote in the paperSubstantial claim
Premisecitation
Previous research has highlighted a low correspondence between the scores of children and adolescents in traditional performance tests and the difficulties observed in various areas of daily life functioning, such as school or home, reported by different informants-particularly parents and/or teachers.
“Previous research has highlighted the existence of a low correspondence between the scores of children and adolescents in traditional performance tests and the difficulties observed in various areas of daily life functioning, such as school or home, reported by different informants—particularly parents and/or teachers [44,45,46,47,48].”
Quote in the paperSubstantial claim0 of 5 sources checked
- cites [44] Bishop, 2011, Relationship between performance based measures of executive function and the Behavior Rating Inventory of Executive Function (BRIEF), a parent rating measure, Diss. Abstr. Int. Sect. B Sci. Eng.
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- cites [45] Gioia, 2010, Executive function in the real world: BRIEF lessons from Mark Ylvisaker, J. Head Trauma Rehabil. source
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- cites [46] Lezak, M.D., Howieson, D.B., Bigler, E.D., and Tranel, D. (2012). Neuropsychological Assessment, Oxford University Press Chapters. [5th ed.].
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- cites [47] McAuley, 2010, Is the Behavior Rating Inventory of Executive Functions more strongly associated with measures of impairment or executive function?, J. Int. Neuropsychol. Soc. source
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- cites [48] Toplak, 2009, Executive functions: Performance-based measures and the Behavior Rating of Executive Function (BRIEF) in adolescents with Attention Deficit/Hyperactivity Disorder (ADHD), Child Neuropsychol. source
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Interpretationreasoning
The lack of statistically significant differences in observation measures in this study, despite significant differences in performance measures, could be explained by the different nature of the two types of attentional measures used.
“The lack of statistically significant differences in observation measures in our study, even when they were found in performance measures, could be explained by the different nature of the two types of attentional measures that were used.”
Quote in the paperSubstantial claim

May combine two claims. 23
Classified as probably not a substantial claim. 24
The quote only partly states this claim. 1

May combine two claims.
Findingown data
In both the experimental and control groups, performance measures of attention (D2) improved from pretest to posttest, with increases in total effectiveness (TOT), concentration (CON), and correct responses (CR).
“The means of the performance measures of attention (D2) indicated a general improvement in each group in the posttest, with an increase in the total effectiveness of the test (TOT), concentration (CON), and accuracy, established in terms of correct responses (CR).”
- Also stated in: § 4. Discussion · hedged
  “With respect to attentional variables assessed by means of performance measures (D2), the results indicated a general improvement in both the experimental and control groups after the intervention, with a general increase in concentration and accuracy.”
Quote in the paperNot a substantial claim
May combine two claims.
Findingown data
Effect sizes for the D2 posttest differences were large, with the highest effect size in correct responses (CR).
“Effect sizes were large, with the highest effect size in CR.”
- Also stated in: § 4. Discussion · plain
  “The largest effect was found in the variable correct responses, which represents performance accuracy.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Study design and conductnone given
The games were randomly assigned to the participants each day, ensuring that each participant had played the same number of sessions per game at the end of the intervention program.
“The games were randomly assigned to the participants each day, ensuring that each participant had played the same number of sessions per game at the end of the intervention program.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
Gardner defines intelligence as a potential present in the individual that can be changed through experience.
“MIT was initially posed by Gardner [29,30], who defines intelligence as a potential which is present in the individual and can be changed through experience.”
Quote in the paperNot a substantial claim0 of 2 sources checked
- cites [29] Gardner, H. (1983). Frames of Mind, Basic Books.
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- cites [30] Gardner, H. (2013). Multiple Intelligences: The Theory in Practice, Paidós.
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Premisecitation
Serious game activities are motivationally challenging while simultaneously offering students a fun learning experience.
“An important aspect to explain the positive effects reported in these studies is the fact that SG activities are motivationally challenging while simultaneously offering the students a fun learning experience.”
Quote in the paperSubstantial claim0 of 1 sources checked
- cites [27] Evans, 2013, Youth and video games: Exploring effects on learning and engagement, Zeitschrift für Psychologie source
  Not checked in the free run.
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Premisecitation
In children and adolescents with learning difficulties, an intervention with Boogies Academy and Cuibrain reduced anxiety levels and increased self-concept.
“In addition, Garmen et al. [26] analyzed the effect of both “Boogies Academy” and “Cuibrain” on levels of anxiety and self-concept in a sample of children and adolescents with learning difficulties. The results showed that participants had reduced anxiety levels while increasing self-concept after an intervention with the videogames.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites [26] Garmen, P., Rodríguez, R., García, T., García-Redondo, P., and Suárez, N. (2019, January 11). El Potencial de los Videojuegos Para Intervenir con Dificultades de Aprendizaje. Novática 240: Sept-Dec 2018. Available online: https://www.novatica.es/el-potencial-de-los-videojuegos-para-intervenir-con-dificultades-de-aprendizaje/.
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Classified as probably not a substantial claim.
Study design and conductnone given
The control group did not receive any parallel or alternative training.
“The control group did not receive any parallel or alternative training.”
Quote in the paperSubstantial claim
Classified as probably not a substantial claim. May combine two claims.
Premisecitation
The different intelligences work in a coordinated manner and can be triggered by information presented both internally and externally.
“This methodology, applied to attention deficit (Figure 2), is based on Gardner’s conception of the human mind, which is that the different intelligences work in a coordinated manner [30,42] and can be triggered by information presented both internally and externally.”
Quote in the paperSubstantial claim0 of 2 sources checked
- cites [30] Gardner, H. (2013). Multiple Intelligences: The Theory in Practice, Paidós.
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- cites [42] Armstrong, T. (1999). Multiple Intelligences in the Classroom, Ediciones Manantial.
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Study design and conductnone given
Participant attendance to each session was registered.
“Participant attendance to each session was registered.”
Quote in the paperNot a substantial claim
Classified as probably not a substantial claim.
Study design and conductnone given
Separate Analyses of the Covariance (ANCOVAs) were performed, controlling for the effect of the pretest and age, in each variable, as covariates.
“Separate Analyses of the Covariance (ANCOVAs) were performed, controlling for the effect of the pretest and age, in each variable, as covariates.”
Quote in the paperSubstantial claim
Classified as probably not a substantial claim.
Study design and conductown data
The ADHD diagnosis group was confirmed by a trained researcher using the DISC-P and the EDAH scale.
“The ADHD diagnosis group was confirmed by a trained researcher using the Diagnostic Interview Schedule for Children–Parent Version (DISC-P) and confirmed by the Evaluation of the Deficit of Attention and Hyperactivity scale (EDAH).”
Quote in the paperSubstantial claim
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation
The Tree of Intelligences (ToI) method was created based on Gardner's Theory of Multiple Intelligences and is conceived to identify and intervene in Multiple Intelligences and associated components.
“Recently, researchers, educationalists and engineers from Cuicui Studios, created the Tree of Intelligences (ToI) method [26,28] based on Gardner’s Theory of Multiple Intelligences (MIT) [29,30], conceived to identify and intervene in Multiple Intelligences (MI) and associated components.”
Quote in the paperNot a substantial claim0 of 3 sources checked
- cites [26] Garmen, P., Rodríguez, R., García, T., García-Redondo, P., and Suárez, N. (2019, January 11). El Potencial de los Videojuegos Para Intervenir con Dificultades de Aprendizaje. Novática 240: Sept-Dec 2018. Available online: https://www.novatica.es/el-potencial-de-los-videojuegos-para-intervenir-con-dificultades-de-aprendizaje/.
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- cites [28] Garmen, 2019, Inteligencias múltiples y videojuegos: Evaluación e intervención con software TOI, Comunicar source
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- cites [29] Gardner, H. (1983). Frames of Mind, Basic Books.
  Not checked in the free run.
May combine two claims.
Premisecitation
In the Kuo et al. study, doubly exceptional children, especially those with autism, showed significant gains in social skills and improved group adaptability.
“Students in the group of doubly exceptional children, especially those with autism, showed significant gains in social skills, and their group adaptability had improved.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites [10] Kuo, 2010, Identifying young gifted children and cultivating problem solving abilities and multiple intelligences, Learn. Individ. Differ. source
  Not checked in the free run.
May combine two claims.
Premisecitation
The ToI tools have been used in previous studies and have demonstrated good psychometric properties.
“These tools have been used in previous studies, demonstrating good psychometric properties.”
Quote in the paperNot a substantial claim0 of 2 sources checked
- cites [28] Garmen, 2019, Inteligencias múltiples y videojuegos: Evaluación e intervención con software TOI, Comunicar source
  Not checked in the free run.
- cites [26] Garmen, P., Rodríguez, R., García, T., García-Redondo, P., and Suárez, N. (2019, January 11). El Potencial de los Videojuegos Para Intervenir con Dificultades de Aprendizaje. Novática 240: Sept-Dec 2018. Available online: https://www.novatica.es/el-potencial-de-los-videojuegos-para-intervenir-con-dificultades-de-aprendizaje/.
  Not checked in the free run.
May combine two claims.
Premisecitation
The ToI method includes an algorithm that allows individual performance to be measured in real time, offering information about the intelligence profile and clues to strengthen strong areas while improving weak areas.
“The result of this synergy is an algorithm that allows the individual´s performance to be measured in real time, offering information about their intelligence profile and clues to strengthen their strong areas while improving their weak areas at the same time [28].”
Quote in the paperSubstantial claim0 of 1 sources checked
- cites [28] Garmen, 2019, Inteligencias múltiples y videojuegos: Evaluación e intervención con software TOI, Comunicar source
  Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation
In a sample of primary school students, a videogame intervention based on the eight intelligences produced improvement in all intelligences, statistically significant in logical-mathematical, visual-spatial, and bodily-kinesthetic intelligences.
“Specifically, Moral-Pérez et al. [33] reported some positive results in their recent study conducted in a sample of primary school students. The authors used a videogame involving playful activities based on the eight intelligences proposed by Gardner. After the intervention, an improvement in all the intelligences was found, which was statistically significant in logical–mathematical, visual–spat”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites [33] 2015, Videogames: Multisensory Incentives Boosting Multiple Intelligences in Primary Education, Electron. J. Res. Educ. Psychol. source
  Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation
Gardner originally identified seven intelligences: musical, bodily-kinesthetic, logical-mathematical, linguistic, spatial, interpersonal, and intrapersonal; he later added naturalistic intelligence.
“The author originally identified seven intelligences: Musical, bodily–kinesthetic, logical–mathematical, linguistic, spatial, interpersonal, and intrapersonal; although he later added naturalistic intelligence to his theory.”
Quote in the paperNot a substantial claim0 of 2 sources checked
- cites [29] Gardner, H. (1983). Frames of Mind, Basic Books.
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- cites [30] Gardner, H. (2013). Multiple Intelligences: The Theory in Practice, Paidós.
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May combine two claims.
Premisecitation
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.”
Quote in the paperNot a substantial claim0 of 3 sources checked
- cites [14] Bul, 2016, Behavioral Outcome Effects of Serious Gaming as an Adjunct to Treatment for Children with Attention-Deficit/Hyperactivity Disorder: A Randomized Controlled Trial, J. Med. Internet Res. source
  Not checked in the free run.
- cites [15] Bul, K.C.M., Doove, L.L., Franken, I.H.A., Van der Oord, S.V., Kato, P.M., and Maras, A. (2018). A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?. PLoS ONE, 13. source
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- cites [16] Lumsden, 2016, Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy, JMIR Serious Games source
  Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation
A three-year school intervention based on multiple intelligences with pre-school students with different profiles led participating students to demonstrate great levels of imagination, improved problem solving skills, and the ability to seek many approaches to solving problems.
“Kuo et al. [10] analyzed the effect of a three-year school intervention based on MI with a sample of pre-school students with different profiles (gifted students, “doubly exceptional children”—gifted students with a disability such as autism or sensory disorders—and other personal conditions). At the end of the intervention, participating students demonstrated great levels of imagination, an”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites [10] Kuo, 2010, Identifying young gifted children and cultivating problem solving abilities and multiple intelligences, Learn. Individ. Differ. source
  Not checked in the free run.
Probably not a substantial claim: may not pass S3 (load-bearing).
Study design and conductnone given
The intervention was carried out by the same member of the research team each time.
“The intervention was carried out by the same member of the research team each time.”
Quote in the paperNot a substantial claim
May combine two claims.
Premisecitation
The use of attractive narratives and technical resources present in videogames can increase students' motivation to learn and their levels of engagement.
“The use of attractive narratives and technical resources that are present in videogames can increase the motivation of the student to learn, increasing levels of engagement, which ensures involvement in a game.”
Quote in the paperSubstantial claim0 of 1 sources checked
- cites [27] Evans, 2013, Youth and video games: Exploring effects on learning and engagement, Zeitschrift für Psychologie source
  Not checked in the free run.
Classified as probably not a substantial claim.
Study design and conductown data
As the variables showed a normal distribution, parametric analyses were performed.
“As the variables showed a normal distribution, parametric analyses were performed.”
Quote in the paperSubstantial claim
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
Expert video gamers show advantages in visual attention compared to non-experts, especially in perception threshold and visual processing speed.
“Schubert et al. [17] found advantages in visual attention in expert video gamers compared to non-experts, especially in the domains of perception threshold and visual processing speed.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites [17] Schubert, 2015, Video game experience and its influence on visual attention parameters: An investigation using the framework of the Theory of Visual Attention (TVA), Acta Psychol. source
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Premisecitation
The advantages in visual attention found in expert video gamers were not moderated by personal characteristics such as personality, intelligence, or health status.
“These effects were not moderated by personal characteristics such as personality, intelligence, or health status.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites [17] Schubert, 2015, Video game experience and its influence on visual attention parameters: An investigation using the framework of the Theory of Visual Attention (TVA), Acta Psychol. source
  Not checked in the free run.
May combine two claims.
Study design and conductown data
There were no statistically significant differences between the experimental and control groups in age or IQ at baseline.
“There were no statistically significant differences between groups in terms of age (p = 0.470) or IQ (p = 0.665).”
Quote in the paperSubstantial claim
Classified as probably not a substantial claim.
Study design and conductnone given
The students were assigned to the experimental and control groups randomly.
“The students were assigned to the experimental and control groups randomly.”
Quote in the paperSubstantial claim
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation
The ToI software may be an appropriate tool for the evaluation of and intervention in multiple intelligences, as well as for enhancing personal variables such as affective-motivational components.
“The authors concluded that because of its design and function, the ToI software may be an appropriate tool for the evaluation of and intervention in multiple intelligences, as well as for enhancing personal variables such as affective-motivational components.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites [26] Garmen, P., Rodríguez, R., García, T., García-Redondo, P., and Suárez, N. (2019, January 11). El Potencial de los Videojuegos Para Intervenir con Dificultades de Aprendizaje. Novática 240: Sept-Dec 2018. Available online: https://www.novatica.es/el-potencial-de-los-videojuegos-para-intervenir-con-dificultades-de-aprendizaje/.
  Not checked in the free run.
Classified as probably not a substantial claim.
Study design and conductreasoning
Exclusion criteria were set to select a homogeneous group of children with SLD and ADHD without significant comorbidities or potentially confounding factors.
“In order to select a homogeneous group of children with SLD and ADHD without significant comorbidities or potentially confounding factors (frequently co-occurring), exclusion criteria were set as the presence of other significant medical and psychological problems and comorbid disorders (e.g., developmental coordination disorder or specific language impairment) or disruptive behavior.”
Quote in the paperSubstantial claim
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Premisecitation
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.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites [15] Bul, K.C.M., Doove, L.L., Franken, I.H.A., Van der Oord, S.V., Kato, P.M., and Maras, A. (2018). A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?. PLoS ONE, 13. source
  Not checked in the free run.
Probably not a substantial claim: may not pass S2 (checkable), S4 (based).
Premisereasoning
These intelligences, predispositions, or talents can help improve students' weak areas.
“These intelligences, predispositions, or talents can help improve students’ weak areas.”
Quote in the paperNot a substantial claim
May combine two claims.
Interpretationreasoning
The increase in attentional variables found in both groups was expected because the sample involved in the study had a prior diagnosis and, as a result, were receiving support in educational and/or clinical contexts.
“An increase in attentional variables was found in both groups, which was expected considering that the sample involved in the study had a prior diagnosis, and as a result, were receiving support in educational and/or clinical contexts.”
Quote in the paperNot a substantial claim
Classified as probably not a substantial claim. May combine two claims. The quote only partly states this claim.
Interpretationreasoning
Changes in attentional performance on the D2 test were expected because the D2 test requires visual speed, concentration, and discrimination skills that are commonly trained by playing video games.
“Within this context, changes in attentional performance were expected, given the mechanisms involved in traditional performance measures.”
- Also stated in: § 4. Discussion · plain
  “This task requires visual speed, concentration, and discrimination skills, which are commonly trained, explicitly or implicitly, by playing video games.”
Quote in the paperSubstantial claim
- Rests on an assumption: The D2 test requires visual speed, concentration, and discrimination skills, which are commonly trained, explicitly or implicitly, by playing video games.
May combine two claims.
Study design and conductnone given
The study had a small sample size and a heterogeneous sample, which limits the generalization and scope of the findings.
“Frist, the small sample size and the heterogeneous nature of the sample must be taken into consideration in relation to the generalization and scope of the findings.”
Quote in the paperSubstantial claim
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
Bul et al. found significantly greater differences in the experimental group in time management skills and the social skill of responsibility (as reported by parents) compared to the control group.
“They also found significantly greater differences in the experimental group in time management skills and the social skill of responsibility (as reported by parents) compared to the control group.”
Quote in the paperNot a substantial claim
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
Interpretationcitation
The current results are in line with the MI approach from Gardner and the design and foundation behind the ToI method, according to which an individual's profile of intelligences can provide important clues to help strengthen their strong areas and compensate for their weak points-in this study, that weak point was attention.
“This is in line with the MI approach from Gardner [29,30], as well as the design and foundation behind the ToI method, according to which an individual’s profile of intelligences can provide important clues to help strengthen their strong areas and compensate for their weak points—in this study, that weak point was attention.”
Quote in the paperNot a substantial claim0 of 2 sources checked
- cites [29] Gardner, H. (1983). Frames of Mind, Basic Books.
  Not checked in the free run.
- cites [30] Gardner, H. (2013). Multiple Intelligences: The Theory in Practice, Paidós.
  Not checked in the free run.
May combine two claims.
Study design and conductown data
Follow-up measures were not taken in either the experimental or the control group, so the long-term effects of the intervention could not be analyzed.
“Lastly, as follow-up measures were not taken either in the experimental or the control group, the long-term effects of the intervention could not be analyzed.”
Quote in the paperSubstantial claim
Probably not a substantial claim: may not pass S3 (load-bearing).
Premisecitation
This finding is in line with the study by Schubert et al. [17], who found differences in visual attention and visual processing speed between expert video gamers and non-experts.
“This finding is in line with the study by Schubert et al. [17], who found differences in visual attention and visual processing speed between expert video gamers and non-experts.”
Quote in the paperNot a substantial claim0 of 1 sources checked
- cites [17] Schubert, 2015, Video game experience and its influence on visual attention parameters: An investigation using the framework of the Theory of Visual Attention (TVA), Acta Psychol. source
  Not checked in the free run.

37 of 37

The paper relies on this without support.
Attention is a basic process.
“Because attention is a basic process and the games used in the study address the attentional component in their mechanics, one would expect students to improve their attention using their strong abilities (different intelligences) as an access route.”
The paper relies on this without support.
The games used in the study address the attentional component in their mechanics.
“Because attention is a basic process and the games used in the study address the attentional component in their mechanics, one would expect students to improve their attention using their strong abilities (different intelligences) as an access route.”
The paper relies on this without support.
There is little research focusing on the relationship between videogames, multiple intelligences, and learning processes to date.
“However, there is little research focusing on the relationship between videogames, multiple intelligences, and learning processes to date.”
The paper relies on this without support.
The D2 test requires visual speed, concentration, and discrimination skills, which are commonly trained, explicitly or implicitly, by playing video games.
“This task requires visual speed, concentration, and discrimination skills, which are commonly trained, explicitly or implicitly, by playing video games.”

4 of 4

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Educational video games may be particularly beneficial for students who struggle with traditional instruction, such as neurodivergent adolescents and young adults.
“Educational video games may be particularly beneficial for students who may struggle with traditional instruction, such as neurodivergent adolescents and young adults [57].”
From Health Benefits of Video Games in Adolescents and Young Adults (2026) · cites this paper as [57]
The Introduction describes educational video games as potentially useful for students with special needs, and the Results report improved attention-test performance among students who played them. But the study’s participants were aged 6–16 (Materials and Methods, §2.1); it did not study young adults or compare games with traditional instruction. The cited paper therefore supports the general possibility of benefit, but not the full population and instructional comparison in the claim. (LLM, conf=0.86)
Experimental — accuracy not yet measured

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

Overall mean age disagrees with both group means
Minor
Both groups are reported to have a mean age of 11.83 years, so the combined mean cannot be 11.56 years, regardless of group size.
Reported 11.56 · recomputed 11.83
Equal sessions per game are impossible under the stated schedule
Minor
Twenty-eight sessions with two games per session provide 56 game plays per participant. These cannot be divided equally among 10 games.
Overall mean IQ disagrees with the group figures
Minor
Weighting the reported group means by their sample sizes gives an overall mean IQ of about 109.23, not 109.12. The difference exceeds what rounding the group means could explain.

3 of 3

Diagnostic and Statistical Manual of Mental Disorders
American Psychiatric Association (2013) · doi:10.1176/appi.books.9780890425596 · Cited by 116,369 · see citing works
From visual simulation to virtual reality to games
Zyda, M. (2005) · Computer · doi:10.1109/mc.2005.297 · Cited by 1,472 · cited 1× · see citing works
“Serious games (SGs) are a category of video games that are used for educational purposes in different environments [4,5].”
Game-based Learning and 21st century skills: A review of recent research
Qian, M., & Clark, K. R. (2016) · Computers in Human Behavior · doi:10.1016/j.chb.2016.05.023 · Cited by 1,226 · cited 1× · see citing works
“GBL is defined as “an environment where game content and game play enhance knowledge and skill acquisition, and where game activities involve problem solving spaces and challenges that provide players/learners with a sense of achievement” [2] (p.”
Background
The effects of video game playing on attention, memory, and executive control
Boot, W. R., Kramer, A. F., Simons, D. J., Fabiani, M., & Gratton, G. (2008) · Acta Psychologica · doi:10.1016/j.actpsy.2008.09.005 · Cited by 994 · cited 1× · see citing works
“Authors such as Boot, Kramer, Simons, Fabiani and Gratton [1] define the 21st century as the era of digital game-based learning (GBL).”
Background
Gamification of Cognitive Assessment and Cognitive Training: A Systematic Review of Applications and Efficacy
Lumsden, J., Edwards, E. A., Lawrence, N. S., Coyle, D., & Munafò, M. R. (2016) · JMIR Serious Games · doi:10.2196/games.5888 · Cited by 555 · see citing works
Executive Functions: Performance-Based Measures and the Behavior Rating Inventory of Executive Function (BRIEF) in Adolescents with Attention Deficit/Hyperactivity Disorder (ADHD)
Toplak, M. E., Bucciarelli, S. M., Jain, U., & Tannock, R. (2008) · Child Neuropsychology · doi:10.1080/09297040802070929 · Cited by 401 · see citing works
Is the behavior rating inventory of executive function more strongly associated with measures of impairment or executive function?
MCAULEY, T., CHEN, S., GOOS, L., SCHACHAR, R., & CROSBIE, J. (2010) · Journal of the International Neuropsychological Society · doi:10.1017/s1355617710000093 · Cited by 345 · see citing works
The effect of interactivity with a music video game on second language vocabulary recall
deHaan, J., Reed, W. M., & Kuwanda, K. (2010) · Language Learning & Technology · doi:10.64152/10125/44215 · Cited by 266 · see citing works
Game-based Learning and 21st century skills: A review of recent research
Qian, M. (2016) · Zenodo (CERN European Organization for Nuclear Research) · doi:10.5281/zenodo.19950414 · Cited by 187 · see citing works
Life adversities and suicidal behavior in young individuals: a systematic review
Serafini, G., Muzio, C., Piccinini, G., Flouri, E., Ferrigno, G., Pompili, M., Girardi, P., & Amore, M. (2015) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-015-0760-y · Cited by 184 · cited 1× · see citing works
“The latter is a vulnerable period of change in which adverse life events and negative outcomes can significantly affect future development [34].”
Background
Revising the Declaration of Helsinki
Morris, K. (2013) · The Lancet · doi:10.1016/s0140-6736(13)60951-4 · Cited by 169 · see citing works
Using Computer-Assisted Instruction and the Nonverbal Reading Approach to Teach Word Identification
Coleman, M. B., Heller, K. W., Cihak, D. F., & Irvine, K. L. (2005) · Focus on Autism and Other Developmental Disabilities · doi:10.1177/10883576050200020401 · Cited by 162 · cited 1× · see citing works
“Recent studies have found that these tools can also have positive effects on aspects such as reading skills [18,19]; vocabulary, language learning, and listening [20–22]; spelling [23,24]; mathematics [25]; and even affective-motivational components [26].”
Background
Behavioral Outcome Effects of Serious Gaming as an Adjunct to Treatment for Children with Attention-Deficit/Hyperactivity Disorder: A Randomized Controlled Trial
Bul, K. C., Kato, P. M., Van der Oord, S., Danckaerts, M., Vreeke, L. J., Willems, A., van Oers, H. J., Van Den Heuvel, R., Birnie, D., Van Amelsvoort, T. A., et al. (2016) · Journal of Medical Internet Research · doi:10.2196/jmir.5173 · Cited by 158 · cited 1× · see citing works
“The same authors found positive effects of SGs on attention in previous research [14] when they analyzed the effect of a 10-week SG intervention (called “Plan-It Commander”) in a sample of ADHD students aged 8–12.”
Background
Cognitive behavioral game design: a unified model for designing serious games
Starks, K. (2014) · Frontiers in Psychology · doi:10.3389/fpsyg.2014.00028 · Cited by 153 · cited 2× · see citing works
“The great popularity of these tools makes them exceptional alternatives for applications with intervention and therapeutic objectives, as long as they are well defined in terms of objectives to achieve, content to work with, assessment procedures, and skills and competences to develop [7,33].”
Background
Read my lips
Massaro, D. W., & Bosseler, A. N. (2006) · Autism · doi:10.1177/1362361306066599 · Cited by 136 · see citing works
Mathematics Education for a New Era
Devlin, K. (2011) · A K Peters/CRC Press eBooks · doi:10.1201/b10816 · Cited by 116 · see citing works
Executive Function in the Real World: BRIEF Lessons From Mark Ylvisaker
Gioia, G. A., Kenworthy, L., & Isquith, P. K. (2010) · Journal of Head Trauma Rehabilitation · doi:10.1097/htr.0b013e3181fbc272 · Cited by 114 · see citing works
Video Games for Children and Adolescents With Special Educational Needs
Durkin, K., Boyle, J. M. E., Hunter, S. C., & Conti‐Ramsden, G. (2013) · Zeitschrift für Psychologie · doi:10.1027/2151-2604/a000138 · Cited by 97 · see citing works
Comparison between two continuous performance tests for identifying ADHD: Traditional vs. virtual reality
Rodríguez, C., Areces, D., García, T., Cueli, M., & Castro, P. G. (2018) · International Journal of Clinical and Health Psychology · doi:10.1016/j.ijchp.2018.06.003 · Cited by 76 · cited 1× · see citing works
“This is a stage of particular interest from the viewpoint of the progression of different attentional and behavioral conditions, which, if not properly addressed in time, can have detrimental effects on subsequent development [35,36].”
BackgroundSelf-citation
Identifying young gifted children and cultivating problem solving abilities and multiple intelligences
Kuo, C.-C., Maker, J., Su, F.-L., & Hu, C. (2010) · Learning and Individual Differences · doi:10.1016/j.lindif.2010.05.005 · Cited by 72 · cited 3× · see citing works
“The authors stated that “If a teacher is having difficulty teaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning” [10].”
BackgroundMethod
A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?
Bul, K. C. M., Doove, L. L., Franken, I. H. A., Oord, S. V. D., Kato, P. M., & Maras, A. (2018) · PLOS ONE · doi:10.1371/journal.pone.0193681 · Cited by 71 · cited 1× · see citing works
“[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.”
Background
Video game experience and its influence on visual attention parameters: An investigation using the framework of the Theory of Visual Attention (TVA)
Schubert, T., Finke, K., Redel, P., Kluckow, S., Müller, H., & Strobach, T. (2015) · Acta Psychologica · doi:10.1016/j.actpsy.2015.03.005 · Cited by 65 · cited 2× · see citing works
“[17], who found differences in visual attention and visual processing speed between expert video gamers and non-experts.”
Background
The opportunities and challenges of serious games for people with an intellectual disability
Terras, M. M., Boyle, E. A., Ramsay, J., & Jarrett, D. (2018) · British Journal of Educational Technology · doi:10.1111/bjet.12638 · Cited by 54 · see citing works
Videogames as cultural devices: development of spatial skills and application in learning
Valdellós, A. M. S. (2010) · Comunicar · doi:10.3916/c34-2010-03-18 · Cited by 50 · cited 1× · see citing works
“According to Sánchez-Peris [12] and Sedeño [13], the use of these types of games is also an excellent way to improve attention, effort, and motivation; to develop competencies and skills such as mental agility; and to promote understanding, reflection, and strategic reasoning.”
Background
Handbook of Research on Instructional Systems and Technology
Kidd, T. T., & Song, H. (2008) · IGI Global eBooks · doi:10.4018/978-1-59904-865-9 · Cited by 42 · see citing works
Multiple intelligences and video games: Assessment and intervention with TOI software
Garmen, P., Rodríguez, C., García-Redondo, P., & San-Pedro-Veledo, J.-C. (2019) · Comunicar · doi:10.3916/c58-2019-09 · Cited by 33 · cited 3× · see citing works
“Recently, researchers, educationalists and engineers from Cuicui Studios, created the Tree of Intelligences (ToI) method [26,28] based on Gardner’s Theory of Multiple Intelligences (MIT) [29,30], conceived to identify and intervene in Multiple Intelligences (MI) and associated components.”
BackgroundMethodSelf-citation
Youth and Video Games: Exploring Effects on Learning and Engagement
Evans, M. A., Norton, A., Chang, M., Deater-Deckard, K., & Balci, O. (2013) · Zeitschrift für Psychologie · doi:10.1027/2151-2604/a000135 · Cited by 29 · see citing works
Computer Games and Language Learning
Ang, C. S., & Zaphiris, P. (2008) · IGI Global eBooks · doi:10.4018/978-1-59904-865-9.ch032 · Cited by 28 · see citing works
Efficacy of Neurofeedback Versus Pharmacological Support in Subjects with ADHD
González-Castro, P., Cueli, M., Rodríguez, C., García, T., & Álvarez, L. (2016) · Applied Psychophysiology and Biofeedback · doi:10.1007/s10484-015-9299-4 · Cited by 27 · cited 1× · see citing works
“For instance, the use of game-based neurofeedback systems, in combination with pharmacological support, has been shown to help improve executive control in subjects with ADHD to a greater extent than pharmacological support alone [49].”
BackgroundSelf-citation
Instructional Strategies and Educational Outcomes for Students with Developmental Disabilities in Inclusive “Multiple Intelligences” and Typical Inclusive Classrooms
Katz, J., Mirenda, P., & Auerbach, S. (2002) · Research and Practice for Persons with Severe Disabilities · doi:10.2511/rpsd.27.4.227 · Cited by 23 · cited 1× · see citing works
“This is the idea behind the emergence of some interventions based on MI [9,10,33].”
Method
Adaptive Web-Assisted Learning System for Students with Specific Learning Disabilities: A Needs Analysis Study.
Polat, E., Adıgüzel, T., & Akgün, Ö. E. (2012) · Educational Sciences Theory & Practice · Cited by 20 · see citing works
Inclusive Education: Mobile Serious Games for People with Cognitive Disabilities
Jaramillo-Alcázar, Á., Luján‐Mora, S., & Salvador-Ullauri, L. (2018) · Enfoque UTE · doi:10.29019/enfoqueute.v9n1.236 · Cited by 18 · cited 1× · see citing works
“Serious games (SGs) are a category of video games that are used for educational purposes in different environments [4,5].”
Background
Psychosocial Profiles of Adults with ADHD: A Comparative Study of Prison and Outpatient Psychiatric Samples
García, T., Rodríguez, C., Rodríguez‐Díaz, F. J., Suárez, A. F., Vanesa Richarte, B., & Ramos‐Quiroga, J. A. (2018) · The European Journal of Psychology Applied to Legal Context · doi:10.5093/ejpalc2018a14 · Cited by 17 · cited 1× · see citing works
“This is a stage of particular interest from the viewpoint of the progression of different attentional and behavioral conditions, which, if not properly addressed in time, can have detrimental effects on subsequent development [35,36].”
BackgroundSelf-citation
Videogames: Multisensorial incentives for strengthening multiple intelligences in primary education
del Moral, M. E., Fernández-García, L. C., & Guzmán, A. P. (2015) · Electronic Journal of Research in Educational Psychology · doi:10.14204/ejrep.36.14091 · Cited by 16 · see citing works
Computer assisted instruction for teaching vocabulary to a child with autism
Abramson, G. W., & Luckevich, D. (2008) · Cited by 12 · see citing works
The Impact of Computer Games on EFL Learners' Spelling: A Qualitative Study
Shokri, H., & Abdolmanafi-Rokni, S. J. (2014) · Studies in English Language Teaching · doi:10.22158/selt.v2n3p266 · Cited by 8 · cited 1× · see citing works
“Recent studies have found that these tools can also have positive effects on aspects such as reading skills [18,19]; vocabulary, language learning, and listening [20–22]; spelling [23,24]; mathematics [25]; and even affective-motivational components [26].”
Background
Multiple Intelligences and Videogames: Intervention Proposal for Learning Disabilities
García‐Redondo, P., García, T., Areces, D., Garmen, P., & Rodríguez, C. (2017) · InTech eBooks · doi:10.5772/intechopen.68837 · Cited by 5 · cited 1× · see citing works
“It is fundamental in this sense to define the objectives, content, skills, and behaviors to develop while not forgetting aesthetic, narrative, and technical resources to encourage engagement and playability, which are essential elements in a video game [6].”
BackgroundSelf-citation

Flagged first, then by citations

6 of the 43 references couldn’t be matched to a known paper.

Research works printed but not linked: 5

2015, Gamification. Theory of Education, Educ. Knowl. Soc., 16, 13
2010, Videojuegos como dispositivos culturales: Las competencias espaciales en educación, Comunicar, 17, 183
Wechsler, D. (2005). The Wechsler Intelligence Scale for Children, Pearson Assessment. [4th ed.].
Bishop, 2011, Relationship between performance based measures of executive function and the Behavior Rating Inventory of Executive Function (BRIEF), a parent rating measure, Diss. Abstr. Int. Sect. B Sci. Eng., 72, 522
Lezak, M.D., Howieson, D.B., Bigler, E.D., and Tranel, D. (2012). Neuropsychological Assessment, Oxford University Press Chapters. [5th ed.].

Sorted by citations

Video games for the assessment and treatment of attention-deficit/hyperactivity disorder: a systematic review
Peñuelas‐Calvo, I., Jiang-Lin, L. K., Serrano, B. G., Delgado‐Gómez, D., Navarro-Jimenez, R., Baca‐García, E., & Porras‐Segovia, A. (2020) · European Child & Adolescent Psychiatry · doi:10.1007/s00787-020-01557-w · Cited by 132 · see citing works
The Association between Screen Time and Attention in Children: A Systematic Review
Santos, R. M. S., Mendes, C. G., de Miranda, D. M., & Romano‐Silva, M. A. (2022) · Developmental Neuropsychology · doi:10.1080/87565641.2022.2064863 · Cited by 118 · see citing works
Serious Video Games: Angels or Demons in Patients With Attention-Deficit Hyperactivity Disorder? A Quasi-Systematic Review
Rodrigo-Yanguas, M., González, C., Bella-Fernández, M., & Blasco-Fontecilla, H. (2022) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2022.798480 · Cited by 51 · see citing works
Meta-analysis of the efficacy of digital therapies in children with attention-deficit hyperactivity disorder
He, F., Qi, Y., Zhou, Y., Cao, A., Yue, X., Fang, S., & Zheng, Y. (2023) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2023.1054831 · Cited by 45 · see citing works
Serious Games in the new era of digital-health interventions: A narrative review of their therapeutic applications to manage neurobehavior in neurodevelopmental disorders
Vacca, R. A., Augello, A., Gallo, L., Caggianese, G., Malizia, V., Grutta, S. L., Murero, M., Valenti, D., Tullo, A., Balech, B., et al. (2023) · Neuroscience & Biobehavioral Reviews · doi:10.1016/j.neubiorev.2023.105156 · Cited by 44 · see citing works
When Preschoolers Use Tablets: The Effect of Educational Serious Games on Children’s Attention Development
Liu, W., Tan, L., Dan, H., Chen, N., & Liu, F. (2020) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2020.1818999 · Cited by 45 · see citing works
Game-Based Learning for Learners With Disabilities—What Is Next? A Systematic Literature Review From the Activity Theory Perspective
Tlili, A., Denden, M., Duan, A., Padilla-Zea, N., Huang, R., Sun, T., & Burgos, D. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.814691 · Cited by 62 · see citing works
“The platform consists of five categories: (a) iOS on iPhone or iPad (Al Mahmud and Soysa, 2020), (b) Android on phone or tablet (Bendak, 2018), (c) software on PC or laptop (Navarro-Newball et al., 2014), (d) web-based (Buzzi et al., 2019), and (e) unspecified (García-Redondo et al., 2019).”
Method
Antonyms: A Computer Game to Improve Inhibitory Control of Impulsivity in Children with Attention Deficit/Hyperactivity Disorder (ADHD)
Crepaldi, M., Colombo, V. M., Mottura, S., Baldassini, D., Sacco, M., Cancer, A., & Antonietti, A. (2020) · Information · doi:10.3390/info11040230 · Cited by 40 · see citing works
“, CogMed©, a computerized training program [32]; PlayMancer (with the inclusion of biosignal data) [33]; Harvest Challenge BCI videogame, with the measurement of cerebral signals [34]; Virtual Classroom [35]; Plan-it Commander [36]; Boogies Academy; and Cuibrain [37].”
Method
Serious Games for Children with Autism Spectrum Disorder: A Systematic Literature Review
de Carvalho, A. P., Braz, C. S., dos Santos, S. M., et al. (2023) · International Journal of Human-Computer Interaction · doi:10.1080/10447318.2023.2194051 · Cited by 35 · see citing works
Effectiveness of Serious Games as Digital Therapeutics for Enhancing the Abilities of Children With Attention-Deficit/Hyperactivity Disorder (ADHD): Systematic Literature Review
Lin, J., & Chang, W.-R. (2025) · JMIR Serious Games · doi:10.2196/60937 · Cited by 36 · see citing works
“The difficulty levels in “Boogies Academy” and “Culbrain” were adapted based on age [65].”
A narrative review of methods used to examine digital gaming impacts on learning and cognition during middle childhood
Flynn, R. M., Kleinknecht, E., Ricker, A. A., & Blumberg, F. C. (2021) · International Journal of Child-Computer Interaction · doi:10.1016/j.ijcci.2021.100325 · Cited by 32 · see citing works
Managing ADHD Symptoms in Children Through the Use of Various Technology-Driven Serious Games: A Systematic Review
Doulou, A., Pergantis, P., Drigas, A. S., & Skianis, C. (2025) · Multimodal Technologies and Interaction · doi:10.3390/mti9010008 · Cited by 34 · see citing works
“The effects of playing Boogies Academy and Cuibrain on attentional factors in a sample of people with learning challenges, including ADHD and specific learning disorders (SLDs), were examined in a study by Redondo et al. [77].”
Efficacy of Gamified Digital Mental Health Interventions for Pediatric Mental Health Conditions
Bryant, B. R., Sisk, M. R., & Mcguire, J. F. (2024) · Archives of Pediatrics and Adolescent Medicine · doi:10.1001/jamapediatrics.2024.3139 · Cited by 30 · see citing works
Applications and Learning Outcomes of Game Based Learning in Education
Mikrouli, P., Tzafilkou, K., & Protogeros, N. (2024) · International Educational Review · doi:10.58693/ier.212 · Cited by 20 · see citing works
Biochemical Correlates of Video Game Use: From Physiology to Pathology. A Narrative Review
Carpita, B., Muti, D., Nardi, B., Benedetti, F., Cappelli, A., Cremone, I., Carmassi, C., & Dell'Osso, L. (2021) · Life · doi:10.3390/life11080775 · Cited by 19 · see citing works
“educational potential [158], which may also help to improve language difficulties [159], problem solving strategies [160], and mathematical skills [161].”
Background
A content analysis of research on technology use for teaching mathematics to students with disabilities: word networks and topic modeling
Shin, M., Ok, M. W., Choo, S., Hossain, G., Bryant, D. P., & Kang, E. Y. (2023) · International Journal of STEM Education · doi:10.1186/s40594-023-00414-x · Cited by 20 · see citing works
“…improve specifically the mathematical performance of students with disabilities using technology (Aspiranti et al., 2020; Bouck et al., 2020, 2022; García-Redondo et al., 2019; Kagohara et al., 2013; Kel-lems et al., 2020; Kiru et al., 2018; Nabors et al., 2020; Park et al., 2022; Satsangi et…”
Background
Effect of Game-Based Cognitive Training Programs on Cognitive Learning of Children with Intellectual Disabilities
Kim, S.-C., & Lee, H.-S. (2021) · Applied Sciences · doi:10.3390/app11188582 · Cited by 18 · see citing works
A Serious Game to Train Rhythmic Abilities in Children With Dyslexia: Feasibility and Usability Study
Vonthron, F., Yuen, A., Pellerin, H., Cohen, D., & Grossard, C. (2023) · JMIR Serious Games · doi:10.2196/42733 · Cited by 20 · see citing works
“…alternative hypothesis that playing an SG fosters electrical brain activity related to memory, emotions, and concentration [39], providing a possible neuronal explanation for the beneficial effect of SGs. SGs have been used in typically developing populations [40] and in children with NDDs [41,42].”
Method
Artificial Techniques for Language Disorders
Gkeka, E. G., Agorastou, E., & Drigas, A. S. (2019) · International Journal of Recent Contributions from Engineering Science & IT (iJES) · doi:10.3991/ijes.v7i4.11845 · Cited by 17 · see citing works
A Method to Develop Accessible Online Serious Games for People with Disabilities: A Case Study
Jaramillo-Alcázar, Á., Cortez-Silva, P., Galarza-Castillo, M., et al. (2020) · Sustainability · doi:10.3390/su12229584 · Cited by 16 · see citing works
“Some studies reveals that the use of video games in education is a valid and useful strategy for teaching [58,59].”
Background
Video games and disability—a risk and benefit analysis
Kuo, H. J., Yeomans, M., Ruiz, D., & Lin, C.-C. (2024) · Frontiers in Rehabilitation Sciences · doi:10.3389/fresc.2024.1343057 · Cited by 15 · see citing works
“A more recent study also demonstrated positive outcomes from playing serious games, which results in improved attention, time management, and planning/organizing, and decreased hyperactivity symptoms among students with ADHD and learning disabilities (57).”
Background
Barriers to the Use of Serious Computer Games in the Practical Work with Children with Educational Difficulties
Stankova, M., Tuparova, D., Tuparov, G., & Mihova, P. (2021) · TEM Journal · doi:10.18421/tem103-22 · Cited by 16 · see citing works
Visualization and Interaction Technologies in Serious and Exergames for Cognitive Assessment and Training: A Survey on Available Solutions and Their Validation
Bassano, C., Chessa, M., & Solari, F. (2022) · IEEE Access · doi:10.1109/access.2022.3210562 · Cited by 14 · see citing works
“…[24], [26], [28], [29], [30], [31], [33], [38], [39], [40], [41], [44], [49], [50], [52], [53], [72], [73], [80], [84], [97], [98], [100], [101], [107], [110], [116], [121], [125], [126], [131], [132], [133], [138], [139], [143], [151], [162], [165], [180], [192], [210], [212], [213], [232], [233].”
Description and rules of a new card game to learn clinical reasoning in musculoskeletal physiotherapy
Hage, R., Fourré, A., Ramonfosse, L., Leteneur, S., Jones, M. A., & Dierick, F. (2022) · Journal of Manual & Manipulative Therapy · doi:10.1080/10669817.2022.2132346 · Cited by 16 · see citing works
“and stimulating students’ attention [39].”
Bibliometric Analysis of Global Scientific Literature on the Accessibility of an Integrated E-Learning Model for Students with Disabilities
Obidat, A. H. (2022) · Contemporary Educational Technology · doi:10.30935/cedtech/12064 · Cited by 17 · see citing works
“That is, serious games have proven to promote meaningful learning and to overcome learning difficulties experienced by students with disabilities (García-Redondo et al., 2019).”
Background
Effects of game-based digital interventions for mental disorders: A meta-analysis
Zhan, J., Liu, C., Wang, Z., Cai, Z., & He, J. (2024) · Journal of Affective Disorders · doi:10.1016/j.jad.2024.07.095 · Cited by 15 · see citing works
Effects of virtual reality technology on attention deficit in children with ADHD: A systematic review and Meta-analysis
Zheng, P., Yuan, K., Liu, S., Xue, Z., Ma, P., Teo, E. W., & Chang, J. (2025) · Journal of Affective Disorders · doi:10.1016/j.jad.2025.05.037 · Cited by 13 · see citing works
Adherence, frequency, and long‐term follow‐up of video game‐based treatments in patients with attention‐deficit/hyperactivity disorder: A systematic review
Caselles‐Pina, L., Sújar, A., Quesada‐López, A., & Delgado‐Gómez, D. (2023) · Brain and Behavior · doi:10.1002/brb3.3265 · Cited by 11 · see citing works
“…al., 2016), executive functions (Benzing & Schmidt, 2019; Bikic et al., 2018; Bul et al., 2016, 2018; Dovis et al., 2019; García-Baos et al., 2019; García-Redondo et al., 2019; Kollins et al., 2020), working memory (Bul et al., 2016; Chacko et al., 2014; Davis et al., 2018; Dovis et al., 2015,…”
Background
Contribuciones y efectos de los videojuegos en la atención a la diversidad
Gómez, S. L., Rodriguez, J. R., Esteve, M. I. V., & Rodríguez, M. M. C. (2021) · Revista Colombiana de Educación · doi:10.17227/rce.num84-12742 · Cited by 11 · see citing works
Effects of memory and attention on the association between video game addiction and cognitive/learning skills in children: mediational analysis
Kappi, A. A., El-Etreby, R. R., Badawy, G. G., Ebrahem, G. G. S., & Hamed, W. E. (2024) · BMC Psychology · doi:10.1186/s40359-024-01849-9 · Cited by 10 · see citing works
“At the point of game addiction, difficulties with focus are likely to become much more apparent [12].”
Background
Video Game Addiction Among Students During COVID-19 Pandemic Based on Regulatory Focus Theory and Interpersonal Competence
Nugraha, Y. P., Awalya, A., & Mulawarman, M. (2021) · Addictive Disorders & Their Treatment · doi:10.1097/adt.0000000000000262 · Cited by 10 · see citing works
Computerized Executive Functions Training: The efficacy on reading performance of children with dyslexia
Basharpoor, S., Seif, E., & Daneshvar, S. (2024) · Dyslexia · doi:10.1002/dys.1762 · Cited by 10 · see citing works
Enhancing effects of exercise and neurofeedback: A systematic review and meta-analysis of computer game-based interventions for pediatric ADHD
Hamada, T., Seki, M., Nango, E., Shibata, T., Imai, S., & Miyata, T. (2025) · Psychiatry Research · doi:10.1016/j.psychres.2025.116447 · Cited by 10 · see citing works
The effect of motion games on improving the psychomotor and intellectual performance of children with autism spectrum disorder and intellectual disabilities
Mocanu, G. D., & UDREA, M. G. (2021) · Balneo and PRM Research Journal · doi:10.12680/balneo.2021.453 · Cited by 9 · see citing works
“The effectiveness of Serious Games with psychometric properties is also experimented by (59).”
Background
Videojuegos, salud, convivencia y adicción. ¿Qué dice la evidencia científica?
Gómez, S. L., Boubeta, A. R., Suelves, D. M., & Rodriguez, J. R. (2022) · Psychology Society & Education · doi:10.21071/psye.v14i1.14178 · Cited by 9 · see citing works
The potential for using video games to teach geoscience: learning about the geology and geomorphology of Hokkaido (Japan) from playing Pokémon Legends: Arceus
McGowan, E. G., & Alcott, L. (2022) · Geoscience Communication · doi:10.5194/gc-5-325-2022 · Cited by 9 · see citing works
“In most cases, studies have shown video games improve a student’s measured attention, as tested using the d2 test measures of attention, and motivation towards formal learning (García-Redondo et al., 2019).”
Background
Arabic Learning Design Based on 21st Century Skills during the Covid-19 Pandemic in Indonesia
Susanto, S., Ritonga, A. W., Desrani, A., et al. (2022) · JURNAL IQRA · doi:10.25217/ji.v7i2.2235 · Cited by 8 · see citing works
“This is evidenced by the shift from classical education to a digital-based modern education model (García-Redondo et al., 2019).”
Method
Exploring the Evolution of Educational Serious Games Research: A Topic Modeling Perspective
Özyurt, H., Özyurt, Ö., & Mishra, D. (2024) · IEEE Access · doi:10.1109/access.2024.3411094 · Cited by 8 · see citing works
“After this stage, the final analysis was made and a model was created for each topic between K = [3], [4], [5], [6], [7], [8], [9], [10], [11], [12], [13], [14], [15], [16], [17], [18], [19], [20], [21], [22], [23], [24], [25], [26], [27], [28], [29], [30], [31], [32], [33], [34], [35] topics.”
Background
EFL Special Education Teachers’ Perspectives: Evaluating Game-Based Learning for ADHD Behavioral Disorders
Mohamed, A. M. A., Shaaban, T. S. K., & Jmaiel, H. A. (2024) · Journal of Attention Disorders · doi:10.1177/10870547241265877 · Cited by 10 · see citing works
“To improve the learning experience, game-based learning incorporates interactive and entertaining games into classroom environments (Cabral et al., 2020; García-Redondo et al., 2019).”
Automatic Analytics Model for Learning Skills Analysis Using Game Player Data and Robotic Process Automation in a Serious Game for Education
Qasrawi, R., Amro, M., & Jayousi, R. (2020) · International Conference on Promising Electronic Technologies (ICPET) · doi:10.1109/icpet51420.2020.00026 · Cited by 8 · see citing works
“Meanwhile, few researchers have highlighted the positive advantages of cognitive games among adolescents students, such as their role in improving interactions between students and have more friendships, which improve personal skills and abilities of communication [5], [11], [12].”
Background
Towards a Secured and Safe Online Social Media Design Framework for People with Intellectual Disability
Chang, Y., Sitbon, L., & Simpson, L. (2021) · International ACM SIGACCESS Conference on Computers and Accessibility (ASSETS) · doi:10.1145/3441852.3476540 · Cited by 8 · see citing works
Teknologi Game untuk Pembelajaran bagi Anak dengan ADHD: Tinjauan Literatur
Kurniawan, R., Sanjaya, R. B. Y. R., & Rakhmawati, R. (2021) · Jurnal Nasional Teknik Elektro dan Teknologi Informasi (JNTETI) · doi:10.22146/jnteti.v10i4.2001 · Cited by 7 · see citing works
A systematic review and content analysis of serious video games for children with ADHD
Schultz, B. K., Evans, S. W., Carter, K. M., Dembowski, A., Lojinger, K., Murray, E. R., & Walcott, C. M. (2025) · Frontiers in Psychiatry · doi:10.3389/fpsyt.2025.1605744 · Cited by 5 · see citing works
Serious Game to Training Focus for Children with Attention Deficit Hyperactivity Disorder: “Tanji Adventure to the Diamond Temple”
Sanjaya, R. B. Y. R., Kurniawan, R., Mulyati, S., et al. (2023) · Khazanah Informatika Jurnal Ilmu Komputer dan Informatika · doi:10.23917/khif.v9i1.18393 · Cited by 5 · see citing works
“The purpose of developing a serious game, "Tanji Adventure to The Diamond Temple," for ADHD children is to provide a fun and engaging new way of learning to increase the motivation and attention of ADHD children [14], [15].”
Background
Early identification and enhanced assessment of learning disabilities: A review
Mridula, T. V., Manivannan, M., & Albert, S. (2025) · Applied Neuropsychology Child · doi:10.1080/21622965.2025.2482754 · Cited by 4 · see citing works
A Systematic Review of Serious Games for Children’s Reading Skills’ development. Una revisión sistemática de juegos serios para el desarrollo de las destrezas lectoras de los niños
Sosa, J. P. T., & Hita, M. Á. P. (2023) · El Guiniguada · doi:10.20420/elguiniguada.2023.632 · Cited by 4 · see citing works
A Systematic Review on the Neuro-Cognitive Correlates of Game-Based Learning in Higher Education Learning Environments
Baboo, S., Kanna, Y., & Bennett, C. N. (2021) · Advances in game-based learning book series · doi:10.4018/978-1-7998-7271-9.ch004 · Cited by 30 · see citing works
A relação entre jogos digitais e TDAH: um mapeamento sistemático dos estudos nas línguas portuguesa e espanhola
Cardoso, A. N. D. S., Pimentel, F. S. C., da Rocha, J. S. A., et al. (2021) · doi:10.5753/sbgames_estendido.2021.19667 · Cited by 3 · see citing works
Investigating the Efficacy of Game on Improving Visual Attention and Spelling Performance of Male and Female Students with Special Learning Disabilities
Khabiri, F., Zandvanian, A., Barzegar, K., et al. (2022) · Iranian Evolutionary Educational Psychology Journal · doi:10.52547/ieepj.4.3.478 · Cited by 3 · see citing works
The effects of augmented reality and video games on mental skills of students with learning disabilities
Michalopoulou, V., Sarantiti, M., Chatzimbey, C., et al. (2023) · World Journal of Advanced Engineering Technology and Sciences · doi:10.30574/wjaets.2023.9.2.0240 · Cited by 3 · see citing works
Virtual reality and chess. A video game for cognitive training in patients with ADHD.
Rodrigo-Yanguas, M., Martín-Moratinos, M., González, C., & Blasco-Fontecilla, H. (2020) · Cited by 3 · see citing works
Digital Intervention for Students with Learning Disabilities
Muhibbin, M. A. (2020) · ANALITIKA · doi:10.31289/analitika.v12i2.3631 · Cited by 3 · see citing works
Teachers’ narratives: Exploring the dynamics of inclusive education in Indonesian public and private primary schools
Syafiulia, S. H., & Maadad, N. (2025) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2025.103474 · Cited by 3 · see citing works
Serious gaming and eye-tracking for the screening, monitoring, and diagnosis of neurodevelopmental disorders in children: a systematic literature review
Shaikh, M. F., Higley, C., Campanile, C., Francis, R. L., Panja, E., Santacaterina, S., Pratesi, G., & Piaggio, D. (2026) · Frontiers in Bioengineering and Biotechnology · doi:10.3389/fbioe.2025.1672718 · Cited by 3 · see citing works
Non-Substance Addictive Behaviors Among People with Intellectual Disability: A Systematic Review
García‐Aller, J. A., García–Fernández, G., Fernández, E., Bernaldo‐de‐Quirós, M., Udeanu, A., & Gómez, L. E. (2026) · International Journal of Mental Health and Addiction · doi:10.1007/s11469-026-01640-4 · Cited by 2 · see citing works
Özel öğrenme güçlüğü olan öğrencilerin yürütücü işlevlerine yönelik uygulanan müdahalelerin incelenmesi
Balıkçı, Ö. S., & Görgün, B. (2021) · e-Kafkas Eğitim Araştırmaları Dergisi · doi:10.30900/kafkasegt.959163 · Cited by 3 · see citing works
Can serious games measure your cognitive profile in adults? An innovative proposal to evaluate and stimulate cognitive skills
Garmen, P., Areces, D., García, T., San-Pedro, J. C., & Rodríguez, C. (2022) · Universal Access in the Information Society · doi:10.1007/s10209-022-00924-5 · Cited by 2 · see citing works
“More specifically, considering the results from studies by Del Moral et al. [27, 50, 51] and García-Redondo et al. [13], there have been improvements in cognitive skills, with significant improvements in attentional levels achieved after applying an intervention program with games in the Cutie Cuis…”
Self-citation
Aplicação e Avaliação de Jogos Sérios na Mensuração Cognitiva de Estudantes na Educação Inclusiva
Rodrigues, G. C., dos Santos, G. R., dos Santos, R. R., et al. (2023) · doi:10.5753/ctrle.2023.232693 · Cited by 2 · see citing works
Serious Games in Education for Students with Special Needs
Zapušek, M., & Rugelj, J. (2025) · Inclusive learning and educational equity · doi:10.1007/978-3-031-98390-0_8 · Cited by 2 · see citing works
Bibliometric and Content Analysis of Research Trends on the Use of Serious Games to Assist People with Disabilities
Kara, N. (2021) · Journal of Computer and Education Research · doi:10.18009/jcer.858500 · Cited by 2 · see citing works
“…can be inferred from this finding that the term “serious game” has been used in the majority of articles, especially in recent years (Bang et al., 2019; Faria et al., 2019; García-Redondo et al., 2019; Jaramillo-Alcázar et al., 2020; Lievense et al., 2019; Ronimus et al., 2020; Tang et al., 2019).”
Background
Effectiveness of “Maghzineh” Cognitive Games on Response Inhibition of Children with Externalizing Emotional Behavioral Disorders
Ojani, M., Vahid, L. K., & Moradi, H. (2020) · International Serious Games Symposium (ISGS) · doi:10.1109/isgs51981.2020.9375212 · Cited by 2 · see citing works
Play Therapy Modified Ludo Games Decreasing Hyperactivity, Impulsivity, And Inattention In Children With Attention Deficit And Hiperactivity Disorder
Puspitosari, A. (2022) · Jurnal Keterapian Fisik · doi:10.37341/jkf.v0i0.330 · Cited by 2 · see citing works
“Regulations can channel children's emotions and impulses, so that they can reduce the hyperactiveimpulsive characteristics of ADHD children (García-Redondo et al., 2019).”
Background
Fun Game Based Learning Model to Enhance Fundamental Movement Skills (FMS) Children with Mild Intellectual Disability
Kesumawati, S. A., Fıkrı, A., Ardianto, H., et al. (2024) · International Journal of Disabilities Sports & Health Sciences · doi:10.33438/ijdshs.1407873 · Cited by 2 · see citing works
Health Benefits of Video Games in Adolescents and Young Adults
Nagata, J. M., Nayak, S., Choi, W., Potes, C., Heuer, A., Memon, Z., Talebloo, J., Li, E. J., Bao, K., Helmer, C. K., et al. (2026) · Current Pediatrics Reports · doi:10.1007/s40124-026-00376-y · Cited by 1 · see citing works
Platfrom Video Game sebagai Media Terapeutik
Yunike, Y., & Kusumawaty, I. (2023) · Journal of Telenursing (JOTING) · doi:10.31539/joting.v5i1.5888 · Cited by 1 · see citing works
Effects of life kinetic exercises on motor skills and cognitive health in individuals with mild intellectual disabilities: a controlled study
Özşengezer, N., & Top, E. (2025) · International Journal of Developmental Disabilities · doi:10.1080/20473869.2025.2514631 · Cited by 1 · see citing works
uso de jogos didáticos no ensino de Ciências destinados às crianças com TDAH
Toyama, K. S. F., & da Rosa, V. F. (2023) · Educação Por Escrito · doi:10.15448/2179-8435.2023.1.43285 · Cited by 1 · see citing works
Uso de videojuegos en el ocio de los niños con trastornos del aprendizaje
Tejena, J. F. A., Chica, D. M. B., & Casas, X. C. (2025) · Revista Científica Multidisciplinaria SAPIENTIAE · doi:10.56124/sapientiae.v8i16.028 · Cited by 1 · see citing works
The Potential for Using Video Games to Teach Geoscience: Learning About the Geology and Geomorphology of Hokkaido (Japan) from Playing Pokémon Legends: ArceusPreprint
McGowan, E. G., & Alcott, L. (2022) · doi:10.5194/gc-2022-10 · Cited by 1 · see citing works
Improving Inhibitory Control in a Kindergarten Classroom
Lambert, K. T. (2021) · doi:10.31390/gradschool_theses.5418 · Cited by 1 · see citing works
Serious Gaming and Eye-Tracking for the Screening, Monitoring, Diagnosis and Treatment of Neurodevelopmental Disorders in Children: A Systematic Literature ReviewPreprint
Shaikh, M. F., Higley, C., Campanile, C., Francis, R., Panja, E., Santacaterina, S., Pratesi, G., & Piaggio, D. (2025) · medRxiv · doi:10.1101/2025.09.16.25335869 · Cited by 1 · see citing works
Improving Learning Experience of People with Cognitive Disabilities Using Serious Games: A Review
Chakraborty, A., Ojo, E., Quonoey, B., & Mehta, G. (2021) · European Scientific Journal ESJ · doi:10.19044/esj.2021.v17n35p1 · Cited by 2 · see citing works
“In 2019 a study was published (García-Redondo et al., 2019) that analyzed the effects in attention on a sample of 44 students having attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD), age ranging from six to sixteen years after they were introduced to an…”
Background
Game-Based and Gamified learning within the Elementary classroom
Faune, N. (2021) · UVic’s Research and Learning Repository (University of Victoria)
Comment on gc-2022-10
McGowan, E. G., & Alcott, L. (2022) · doi:10.5194/gc-2022-10-rc1
Comment on gc-2022-10
McGowan, E. G., & Alcott, L. (2022) · doi:10.5194/gc-2022-10-rc2
إستخدام الوظائف التنفيذية لخفض الاضطرابات السلوکية للأطفال ذوى صعوبات التعلم
(2021) · مجلة الطفولة · doi:10.21608/jchild.2021.224810
A Serious Game to Train Rhythmic Abilities in Children With Dyslexia: Feasibility and Usability Study (Preprint)Preprint
Vonthron, F., Yuen, A., Pellerin, H., et al. (2022) · doi:10.2196/preprints.42733
فعالیة برنامج باستخدام أنشطة اللعب فى تنمیة المهارات النفس حركیة لدى الأطفال ذوی اضطراب التعلم المحدد
عبده, ح. ن. ع. ا. (2022) · مجلة الإرشاد النفسی · doi:10.21608/cpc.2022.278392
Using an Edugame to Develop Socio-Emotional and Perspective-Taking Skills at School
Viola, I., Zappalà, E., & Sibilio, M. (2023) · International Journal of Digital Literacy and Digital Competence · doi:10.4018/ijdldc.309714
ChaGame: A Serious Game for Educational Information About Chagas Disease in the Brazilian Amazon
Pontes, P. A. I., de Oliveira, L. L. C., Souza, D. D. S. M. D., et al. (2023) · International Wireless Communications and Mobile Computing Conference (IWCMC) · doi:10.1109/iwcmc58020.2023.10183053
“Among the areas that have been benefiting from the advent of Serious Games are: teaching-learning processes, both in person and remote (edugames); circulation of news and information (newsgames); training and qualification of professionals for various purposes; military training; entertainment; and treatments and othe…”
Background
Investigating the Use of Rehabilitation Based on Play Therapy to Increase the Attention of Medical Students
Tatarinova, G., Hussein, H. A., Fadhil, A. A., Mohammed, I. M., Hasan, S. Y., Najm, M. A. A., & Alwan, N. H. (2023) · Iranian Rehabilitation Journal · doi:10.32598/irj.21.2.2065.1
The Player and the Avatar: Performing as Other
Haukaas, A. (2023) · Literary disability studies · doi:10.1007/978-3-031-44482-1_6
A Mobile Educational Application Based on Transfer Learning and Computer Vision for Teaching Semantics Fields in Children with Intellectual Disabilities
Nacipucha-Zhañay, R., Bravo-Buri, S., & Robles-Bykbaev, V. (2024) · Lecture notes in networks and systems · doi:10.1007/978-3-031-44131-8_2
فاعلية مقاطع اليوتيوب التعليمية التفاعلية في تنمية مهارة القراءة لدى طالبات صعوبات التعلم
Al-Momani, R. M., & Raqad, M. M. A. (2024) · Dirasat: Educational Sciences · doi:10.35516/edu.v51i1.5112
Technology and Serious Gaming for Neurodevelopmental Disorders: A Systematic Literature Review (Preprint)Preprint
Shaikh, M. F., Higley, C., Campanile, C., Francis, B., Panja, E., Santacaterina, S., Pratesi, G., & Piaggio, D. (2024) · doi:10.2196/preprints.64627
An Educational Game to Teach Immune Evasion of the Schistosome and Validation of Its Impact
Dai, J., Abbott, D., & Bialic, H. (2024) · Biomedical visualization · doi:10.1007/978-3-031-63463-5_9
Assistive Technology in Handling Anxiety and Emotion Dysregulation of Kids With Autism and Spectrum Disorder From Research to User Viewpoint
Abirami, K., & Deepalakshmi, P. (2024) · Advances in psychology, mental health, and behavioral studies (APMHBS) book series · doi:10.4018/979-8-3693-3176-7.ch005
Validating the ID-GAMING e-Training Toolkit for People with Intellectual Disabilities in Greece
Pandria, N. (2024) · Global Clinical Engineering Journal · doi:10.31354/globalce.v6isi6.272
Developing RENATAMA (Reyog Kendang & Etnomathematics) Based on Digital Board Game with Cognitive Psychology Content to Improve Numeracy Literacy
Dirgantoro, A., Purwananti, Y. S., & Hartanto, S. (2024) · Jurnal Pembelajaran Bimbingan dan Pengelolaan Pendidikan · doi:10.17977/um065.v5.i1.2025.8
The Significance of Interaction in Determining Learning Outcomes in Serious Games
Mohammad, K. F., Chalmers, A. G., & Debattista, K. (2025) · Lecture notes in computer science · doi:10.1007/978-3-031-82021-2_3
Exploring Game-Based Learning for the Inclusion of Students With Autism in Regular Classrooms
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Authors: García-Redondo, P., García, T., Areces, D., Núñez, J. C., & Rodríguez, C.
Affiliations: Department of Psychology, Faculty of Psychology, University of Oviedo, 33003 Oviedo, Spain
Universidad de Oviedo (ES)
Corresponding author: García, Trinidad
ORCID: García, Trinidad
Areces, Débora
Núñez, José Carlos
Rodríguez, Celestino
Venue: International Journal of Environmental Research and Public Health
Publisher: MDPI AG
Published: 2019-07-11
Volume: 16
Issue: 14
Pages: 2480
ISSN: 1660-4601 (ISSN-L)
DOI: 10.3390/ijerph16142480
PMC: PMC6679141
OpenAlex: W2962098244
Semantic Scholar: 800b13220244c69ff880d372cac0da9819931519
Cited by: 112
References: 43
Citations by year: 2026: 14 · 2025: 23 · 2024: 16 · 2023: 17 · 2022: 15 · 2021: 18 · 2020: 8 · 2019: 1
FWCI: 19.07
Type: journal article
Language: en
Open access: gold
dx.doi.org
Licence: cc-by
creativecommons.org/licenses/by/4.0/ (vor)
Locations: International Journal of Environmental Research and Public Health (publishedVersion, cc-by)
Europe PMC (PubMed Central) (publishedVersion, cc-by)
PubMed Central (publishedVersion, cc-by)
PubMed (publishedVersion)
RePEc: Research Papers in Economics (submittedVersion)
Consultation of the Doctoral Thesis Database (TESEO) (Ministerio de Educación, Cultura y Deporte) (submittedVersion, cc-by)
LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion, cc-by-nc-nd)
DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Funders: Principality of Asturias regional project (FC-GRUPIN-IDI/2018/000199)
Topics: Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
Health Sciences › Medicine › Psychiatry and Mental health › Attention Deficit Hyperactivity Disorder
Keywords: serious games, educational video games, attention, learning disabilities, attention deficit hyperactivity disorder, specific learning disorders, multiple intelligences, visual attention, students
MeSH terms: Adolescent, Attention, Attention Deficit Disorder with Hyperactivity, Child, Female, Humans, Learning Disabilities, Male, Motivation, Students, Video Games, Young Adult

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Serious Games and Their Effect Improving Attention in Students with Learning Disabilities

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