Department of Clinical Psychology, University of Amsterdam, Amsterdam, The Netherlands.
Cyberpsychol Behav Soc Netw. 2011 Mar;14(3):115-22. doi: 10.1089/cyber.2009.0206. Epub 2010 Jul 22.
This study examined the benefits of adding game elements to standard computerized working memory (WM) training. Specifically, it examined whether game elements would enhance motivation and training performance of children with ADHD, and whether it would improve training efficacy. A total of 51 children with ADHD aged between 7 and 12 years were randomly assigned to WM training in a gaming format or to regular WM training that was not in a gaming format. Both groups completed three weekly sessions of WM training. Children using the game version of the WM training showed greater motivation (i.e., more time training), better training performance (i.e., more sequences reproduced and fewer errors), and better WM (i.e., higher scores on a WM task) at post-training than children using the regular WM training. Results are discussed in terms of executive functions and reinforcement models of ADHD. It is concluded that WM training with game elements significantly improves the motivation, training performance, and working memory of children with ADHD. The findings of this study are encouraging and may have wide-reaching practical implications in terms of the role of game elements in the design and implementation of new intervention efforts for children with ADHD.
本研究考察了在标准计算机工作记忆 (WM) 训练中添加游戏元素的益处。具体来说，它考察了游戏元素是否会增强 ADHD 儿童的动机和训练表现，以及是否会提高训练效果。共有 51 名 7 至 12 岁的 ADHD 儿童被随机分配到游戏格式的 WM 训练或非游戏格式的常规 WM 训练中。两组均完成了三次每周的 WM 训练。与使用常规 WM 训练的儿童相比，使用 WM 游戏版本训练的儿童表现出更高的动机（即更多的训练时间）、更好的训练表现（即更多的序列被复制和更少的错误）以及更好的 WM（即 WM 任务的得分更高）。结果根据 ADHD 的执行功能和强化模型进行了讨论。研究结论认为，具有游戏元素的 WM 训练显著提高了 ADHD 儿童的动机、训练表现和工作记忆。本研究的发现令人鼓舞，可能对游戏元素在 ADHD 儿童新干预措施的设计和实施中的作用具有广泛的实际意义。
