Computer Game-Based Task and the Promotion of Cognitive Flexibility and Emotion Regulation in Attention Deficit/Hyperactivity Disorder

Abstract

Background: Attention-deficit/hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder characterized by difficulties in cognitive flexibility (CF) and emotion regulation (ER). Objectives: The present study aimed to assess the effectiveness of a computer game-based intervention in enhancing CF and ER among children diagnosed with ADHD. Methods: A quasi-experimental design was utilized, involving 60 boys aged 7 to 11 years who were referred to rehabilitation centers and diagnosed with the combined type of ADHD based on clinical interviews and the Conners Rating Scale (parent form). Of these, 40 participants with a Conners score of 60 or higher and an IQ of 85 or greater, as evaluated through Raven’s progressive matrices (RPM), were selected. Thirty boys were randomly assigned to either the experimental or control group. The experimental group participated in 10 individual sessions featuring computer game-based tasks, while the control group engaged in standard games available at the centers. Evaluations were conducted pre-intervention, post-intervention, and at a five-week follow-up using the Wisconsin Card Sorting Test (WCST) and the Emotion Regulation Checklist (ERC). Data were analyzed using repeated measures ANOVA in SPSS, version 25. Results: The analysis using repeated measures ANOVA revealed significant improvements in CF and ER in the experimental group. The intervention accounted for 56% of the variance in CF and 47%, 46%, and 47% in overall ER, adaptive emotion regulation (AER), and lability/negativity (L/N), respectively. These improvements were sustained at the five-week follow-up. Conclusions: The findings suggest that computer game-based tasks and similar interventions can effectively enhance CF and ER in children with ADHD, potentially addressing challenges associated with the disorder.