Does computerized working memory training with game elements enhance motivation and training efficacy in children...

Area of Science:

• Cognitive Psychology
• Neuroscience
• Child Psychology

Background:

• Attention-Deficit/Hyperactivity Disorder (ADHD) is associated with executive function deficits, particularly in working memory (WM).
• Standard computerized WM training has shown potential but may suffer from motivational challenges in pediatric populations.
• Integrating game elements into cognitive training is a novel approach to potentially enhance engagement and efficacy.

Purpose of the Study:

• To investigate the impact of game elements on motivation and training performance in children with ADHD undergoing WM training.
• To determine if gamified WM training improves training efficacy compared to standard non-gamified training.
• To assess the effects of gamified WM training on working memory capacity in children with ADHD.

Main Methods:

• A randomized controlled trial involving 51 children with ADHD (aged 7-12 years).
• Participants were assigned to either WM training with game elements or standard WM training.
• Both groups underwent three weekly training sessions over an unspecified duration.

Main Results:

• Children in the gamified WM training group demonstrated significantly greater motivation, evidenced by increased training time.
• The gamified group exhibited improved training performance, with more sequences reproduced and fewer errors.
• Post-training assessments revealed higher working memory scores in the gamified training group compared to the standard training group.

Conclusions:

• Working memory training incorporating game elements significantly enhances motivation, training performance, and working memory capacity in children with ADHD.
• Gamification presents a promising strategy for improving the design and implementation of interventions for children with ADHD.
• These findings suggest that game-based approaches can be highly effective in addressing cognitive deficits in pediatric ADHD.