Serious Games para mejorar la atención en niños y niñas con trastorno por déficit de atención e hiperactividad (TDAH): un estudio piloto.
Antecedentes: El objetivo del presente estudio ha sido poner a prueba un programa de tratamiento en formato Serious Games (SG) para mejorar la atención en niños de Cataluña, España, con Trastorno por Déficit de Atención/Hiperactividad (TDAH). Las actividades adaptadas al formato SG consistieron en (...
- Autores:
-
Gallardo Vergara, René
Monserrat Gallardo, Mónica
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2023
- Institución:
- Universidad Católica de Colombia
- Repositorio:
- RIUCaC - Repositorio U. Católica
- Idioma:
- eng
- OAI Identifier:
- oai:repository.ucatolica.edu.co:10983/30430
- Palabra clave:
- ADHD
Serious Games
attention
treatment
cognitive disorder
TDAH
Serious Games
atención
tratamiento
desorden cognitivo
- Rights
- openAccess
- License
- Acta Colombiana de Psicología - 2023
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| dc.title.spa.fl_str_mv |
Serious Games para mejorar la atención en niños y niñas con trastorno por déficit de atención e hiperactividad (TDAH): un estudio piloto. |
| dc.title.translated.eng.fl_str_mv |
Serious Games to Improve Attention in Boys and Girls with Attention Deficit Hyperactivity Disorder (ADHD): A Pilot Study. |
| title |
Serious Games para mejorar la atención en niños y niñas con trastorno por déficit de atención e hiperactividad (TDAH): un estudio piloto. |
| spellingShingle |
Serious Games para mejorar la atención en niños y niñas con trastorno por déficit de atención e hiperactividad (TDAH): un estudio piloto. ADHD Serious Games attention treatment cognitive disorder TDAH Serious Games atención tratamiento desorden cognitivo |
| title_short |
Serious Games para mejorar la atención en niños y niñas con trastorno por déficit de atención e hiperactividad (TDAH): un estudio piloto. |
| title_full |
Serious Games para mejorar la atención en niños y niñas con trastorno por déficit de atención e hiperactividad (TDAH): un estudio piloto. |
| title_fullStr |
Serious Games para mejorar la atención en niños y niñas con trastorno por déficit de atención e hiperactividad (TDAH): un estudio piloto. |
| title_full_unstemmed |
Serious Games para mejorar la atención en niños y niñas con trastorno por déficit de atención e hiperactividad (TDAH): un estudio piloto. |
| title_sort |
Serious Games para mejorar la atención en niños y niñas con trastorno por déficit de atención e hiperactividad (TDAH): un estudio piloto. |
| dc.creator.fl_str_mv |
Gallardo Vergara, René Monserrat Gallardo, Mónica |
| dc.contributor.author.spa.fl_str_mv |
Gallardo Vergara, René Monserrat Gallardo, Mónica |
| dc.subject.eng.fl_str_mv |
ADHD Serious Games attention treatment cognitive disorder |
| topic |
ADHD Serious Games attention treatment cognitive disorder TDAH Serious Games atención tratamiento desorden cognitivo |
| dc.subject.spa.fl_str_mv |
TDAH Serious Games atención tratamiento desorden cognitivo |
| description |
Antecedentes: El objetivo del presente estudio ha sido poner a prueba un programa de tratamiento en formato Serious Games (SG) para mejorar la atención en niños de Cataluña, España, con Trastorno por Déficit de Atención/Hiperactividad (TDAH). Las actividades adaptadas al formato SG consistieron en (1) selección de estímulos, (2) marcar dibujos iguales, (3) ocho diferencias, (4) figuras ocultas, (5) comparar textos, (6) comparar medidas y formas, (7) poner llaves modelo, (8) laberintos y (9) memorización de dibujos. Método: Se utilizó un diseño pretest-postest con una cohorte de 30 niños entre 8 y 10 años con diagnóstico de TDAH, con un 20% de niñas (n = 6) y un 80% de niños (n = 24) con una edad media de 9.4 años (DE = 0.63; rango de 8 a 10 años). La mitad de la muestra participó en un programa de mejora de la atención durante 9 sesiones de entre 30-45 minutos cada una en formato de Serious Games. Se les presentó una serie de desafíos de juego con varios escenarios virtuales a través de un monitor. La otra mitad de la muestra hizo el mismo programa de mejora de la atención, pero en formato lápiz y papel. Resultados: Los niños del grupo de Serious Games progresaron y mejoraron más durante el tratamiento, como lo demuestra el promedio de errores de comisión (p = .02), en comparación con los niños del grupo de lápiz y papel. Ambos grupos también mejoraron en la puntuación total y en la escala de concentración de la prueba D2 (ambos p < .001). Conclusiones: El entrenamiento atencional a través de programas en formato Serious Games parece tener un mayor efecto que el entrenamiento atencional en formato lápiz y papel sobre los errores de comisión. |
| publishDate |
2023 |
| dc.date.accessioned.none.fl_str_mv |
2023-05-29 15:54:25 2023-06-04T17:33:48Z |
| dc.date.available.none.fl_str_mv |
2023-05-29 15:54:25 2023-06-04T17:33:48Z |
| dc.date.issued.none.fl_str_mv |
2023-05-29 |
| dc.type.spa.fl_str_mv |
Artículo de revista |
| dc.type.coar.eng.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
| dc.type.coarversion.eng.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
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Text |
| dc.type.driver.eng.fl_str_mv |
info:eu-repo/semantics/article |
| dc.type.local.eng.fl_str_mv |
Journal article |
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http://purl.org/redcol/resource_type/ART |
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info:eu-repo/semantics/publishedVersion |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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| dc.identifier.doi.none.fl_str_mv |
10.14718/ACP.2023.26.2.4 |
| dc.identifier.eissn.none.fl_str_mv |
1909-9711 |
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0123-9155 |
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https://hdl.handle.net/10983/30430 |
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https://doi.org/10.14718/ACP.2023.26.2.4 |
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10.14718/ACP.2023.26.2.4 1909-9711 0123-9155 |
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https://hdl.handle.net/10983/30430 https://doi.org/10.14718/ACP.2023.26.2.4 |
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eng |
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eng |
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https://actacolombianapsicologia.ucatolica.edu.co/article/download/4072/4635 |
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Núm. 2 , Año 2023 : Acta Colombiana de Psicología |
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49 |
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2 |
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33 |
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26 |
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Acta Colombiana de Psicología |
| dc.relation.references.eng.fl_str_mv |
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Gallardo Vergara, Renéab760e11-711f-4f94-ae7b-6fc270e9088dMonserrat Gallardo, Mónicab94356a9-9327-4f70-837a-1b43f91651d12023-05-29 15:54:252023-06-04T17:33:48Z2023-05-29 15:54:252023-06-04T17:33:48Z2023-05-29Antecedentes: El objetivo del presente estudio ha sido poner a prueba un programa de tratamiento en formato Serious Games (SG) para mejorar la atención en niños de Cataluña, España, con Trastorno por Déficit de Atención/Hiperactividad (TDAH). Las actividades adaptadas al formato SG consistieron en (1) selección de estímulos, (2) marcar dibujos iguales, (3) ocho diferencias, (4) figuras ocultas, (5) comparar textos, (6) comparar medidas y formas, (7) poner llaves modelo, (8) laberintos y (9) memorización de dibujos. Método: Se utilizó un diseño pretest-postest con una cohorte de 30 niños entre 8 y 10 años con diagnóstico de TDAH, con un 20% de niñas (n = 6) y un 80% de niños (n = 24) con una edad media de 9.4 años (DE = 0.63; rango de 8 a 10 años). La mitad de la muestra participó en un programa de mejora de la atención durante 9 sesiones de entre 30-45 minutos cada una en formato de Serious Games. Se les presentó una serie de desafíos de juego con varios escenarios virtuales a través de un monitor. La otra mitad de la muestra hizo el mismo programa de mejora de la atención, pero en formato lápiz y papel. Resultados: Los niños del grupo de Serious Games progresaron y mejoraron más durante el tratamiento, como lo demuestra el promedio de errores de comisión (p = .02), en comparación con los niños del grupo de lápiz y papel. Ambos grupos también mejoraron en la puntuación total y en la escala de concentración de la prueba D2 (ambos p < .001). Conclusiones: El entrenamiento atencional a través de programas en formato Serious Games parece tener un mayor efecto que el entrenamiento atencional en formato lápiz y papel sobre los errores de comisión. Background: The objective of this study was to test a treatment program in Serious Games (SG) format to improve attention in children from Catalonia, Spain, with Attention Deficit Hyperactivity Disorder (ADHD). The activities adapted to the SG format consisted of (1) stimulus selection, (2) mark equal drawings, (3) eight differences, (4) hidden figures, (5) compare texts, (6) compare measures and shapes, (7) put model keys, (8) labyrinths and (9) memorization of drawings. Method: A pretest-posttest design was used with a cohort of 30 children between 8 and 10 years old diagnosed with ADHD, with 20% girls (n = 6) and 80% boys (n = 24) with a mean age of 9.4 years (SD = 0.63; range of 8 to 10 years). Four schools and a clinical center from Catalonia, Spain participated in the sample composition. Half of the sample participated in an attention improvement program for nine sessions of 30-45 minutes each in Serious Games format. They were presented with a series of game challenges with various virtual scenarios through a monitor. The other half did the same attention improvement program in pencil and paper format. Results: The children in the Serious Games group progressed and improved more during treatment, as shown by the average number of errors of commission (p =.02) than those in the pencil and paper group. Both groups also improved in the total score and concentration scale of the D2 test (p < .001). Conclusions: Attentional training through programs in Serious Games format seems to have a more significant effect on commission errors than attentional training in pencil and paper format.application/pdf10.14718/ACP.2023.26.2.41909-97110123-9155https://hdl.handle.net/10983/30430https://doi.org/10.14718/ACP.2023.26.2.4engUniversidad Católica de Colombiahttps://actacolombianapsicologia.ucatolica.edu.co/article/download/4072/4635Núm. 2 , Año 2023 : Acta Colombiana de Psicología4923326Acta Colombiana de PsicologíaAhmadi, A., Mitrovic, A., Najmi, B., & Rucklidge, J. (2015). TARLAN: a simulation game to improve social problem-solving skills of ADHD children. Artificial Intelligence in Education. Lecture Notes in Computer Science, 9112, 328-337. https://doi. org/10.1007/978-3-319-19773-9_33 Alchalabi, A.E., Shirmohammadi, S., Eddin, A.N., & Elsharnoubi, M. (2018). FOCUS: detecting ADHD patients by an EGG-Bases Serious Game. 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