Abstract
Empirical research studies have highlighted the need to investigate whether video game can be useful as a tool within a neuropsychological rehabilitation program for attention deficit hyperactivity disorder (ADHD) patients. However, little is known about the possible gains that this kind of video game-based interventions can produce and even if these gains can be transferred to real life abilities. The present paper aims to uncover key information related to the use of video game in ADHD neuropsychological rehabilitation/intervention by focusing on its gains and its capability to transfer/generalize these gains to real life situation via a systematic review of the empirical literature. The PRISMA guidelines were adopted. Internet-based bibliographic searches were conducted via seven major electronic databases (i.e., PsycARTICLES, PsycINFO, Web of Science, Core Collection BIOSIS Citation Index, MEDLINE, SciELO Citation Index, and PubMed) to access studies examining the association between video game interventions in ADHD patients and behavioral and cognitive outcomes. A total of 14 empirical studies meeting the inclusion criteria were identified. The studies reported the attention, working memory, and the behavioral aspects as the main target of the intervention. Cognitive and behavioral gains were reported after the video game training (VGT). However, many bias related to the choice of outcome instruments, sampling and blindness of assessors, weaken the results power. Additional researches are important to clarify the effects and stability of the VGT programs, and an important effort should be made to construct better methods to assess improvements on everyday cognitive abilities and real world functioning.
Highlights
RationaleAttention deficit hyperactivity disorder (ADHD) is the most common childhood behavioral disorder and typically first diagnosed during the school years (1, 2)
The present paper aims to uncover key information related to the use of video game in attention deficit hyperactivity disorder (ADHD) neuropsychological rehabilitation/ intervention by focusing on its gains and its capability to transfer/generalize these gains to real life situation via a systematic review of the empirical literature
This review investigates and synthesizes a comprehensive set of cognitive gains resulting from controlled studies employing video games as an intervention for ADHD and the risks of bias involved in such evaluations
Summary
Attention deficit hyperactivity disorder (ADHD) is the most common childhood behavioral disorder and typically first diagnosed during the school years (1, 2). It is characterized by inappropriate and persistent symptoms of inattention and/or hyperactivity/ impulsivity that interfere in the quality of school, social and work functioning in daily life (3). Several studies are focusing on the impact of rehabilitation programs for ADHD patients, some of them aiming at the restorative (drill and practice) treatment, others taking into consideration the everyday life impact of the training (functional approach). This cognitive boost given by the video game could be used in psychiatric and neurologic conditions treatment, where traditionally, the usual cognitive rehabilitation techniques are used to improve outcomes in conditions such as ADHD
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