An Educational Application of Online Games for Learning Difficulties
The current paper presents the results of a conducted
case study. During the past few years the number of children
diagnosed with Learning Difficulties has drastically augmented and
especially the cases of ADHD (Attention Deficit Hyperactivity
Disorder). One of the core characteristics of ADHD is a deficit in
working memory functions. The review of the literature indicates a
plethora of educational software that aim at training and enhancing
the working memory. Nevertheless, in the current paper, the
possibility of using for the same purpose free, online games will be
explored. Another issue of interest is the potential effect of the
working memory training to the core symptoms of ADHD. In order
to explore the abovementioned research questions, three digital tests
are employed, all of which are developed on the E-slate platform by
the author, in order to check the levels of ADHD’s symptoms and to
be used as diagnostic tools, both in the beginning and in the end of
the case study. The tools used during the main intervention of the
research are free online games for the training of working memory.
The research and the data analysis focus on the following axes: a) the
presence and the possible change in two of the core symptoms of
ADHD, attention and impulsivity and b) a possible change in the
general cognitive abilities of the individual. The case study was
conducted with the participation of a thirteen year-old, female
student, diagnosed with ADHD, during after-school hours. The
results of the study indicate positive changes both in the levels of
attention and impulsivity. Therefore, we conclude that the training of
working memory through the use of free, online games has a positive
impact on the characteristics of ADHD. Finally, concerning the
second research question, the change in general cognitive abilities, no
significant changes were noted.
[1] Gaddes, W.H., Edgell, D. (1994). Learning disabilities and brain
function: A neuropsychological approach, New York, Ed. Springer -
Verlang, Third ed.
[2] Koumoula, A. (2012). The course of attention deficit hyperactivity
disorder (ADHD) over the life span. Psychiatrike= Psychiatriki, 23, 49-
59.
[3] Steiner, N. J., Sheldrick, R. C., Gotthelf, D., & Perrin, E. C. (2011).
Computer-based attention training in the schools for children with
attention deficit/hyperactivity disorder: a preliminary trial. Clinical
Pediatrics, 50(7), 615-622.
[4] American Psychiatric Association (APA) (2013) Diagnostic and
statistical manual of mental disorders Fifth Edition (DSM-5®),
Washington, DC: American Psychiatric Association.
[5] Klingberg, T., Forssberg, H., & Westerberg, H. (2002). Training of
working memory in children with ADHD. Journal of clinical and
experimental neuropsychology, 24(6), 781-791.
[6] Holmes, J., Gathercole, S. E., Place, M., Dunning, D. L., Hilton, K. A.,
& Elliott, J. G. (2010). Working memory deficits can be overcome:
Impacts of training and medication on working memory in children with
ADHD. Applied Cognitive Psychology, 24(6), 827-836.
[7] Gomes, L. (2011). Attention and memory in boys with predominantly
inattentive and combined subtypes of ADHD.
[8] Trout, A. L., Lienemann, T. O., Reid, R., & Epstein, M. H. (2007). A
review of non-medication interventions to improve the academic
performance of children and youth with ADHD. Remedial and Special
Education, 28(4), 207-226.
[9] National Collaborating Centre for Mental Health (UK). Attention Deficit
Hyperactivity Disorder: Diagnosis and Management of ADHD in
Children, Young People and Adults. Leicester (UK): British
Psychological Society (UK); 2009. (NICE Clinical Guidelines, No. 72.)
Available from: https://www.ncbi.nlm.nih.gov/books/NBK53652/.
[10] Pope, A. T., & Bogart, E. H. (1996). Extended Attention Span Training
System: Video Game Neurotherapy for Attention Deficit Disorder. Child
Study Journal, 26(1), 39-50.
[11] Wilkinson, N., Ang, R. P., & Goh, D. H. (2008). Online video game
therapy for mental health concerns: A review. International journal of
social psychiatry, 54(4), 370-382.
[12] Kynigos, C. (2007). Half-baked Logo Microworlds as Boundary Objects
in Integrated Design. Informatics in Education 6, no. 2: 335–358.
[13] Kunda, M., McGreggor, K., & Goel, A. K. (2009, October). Addressing
the Raven's Progressive Matrices Test of" General" Intelligence. In
AAAI Fall Symposium: Multi-Representational Architectures for
Human-Level Intelligence.
[14] Raven, J. (2000). The Raven's progressive matrices: change and stability
over culture and time. Cognitive psychology, 41(1), 1-48.
[15] Stroop, J. R. (1935). Studies of interference in serial verbal reactions.
Journal of experimental psychology, 18(6), 643.
[16] Liotti, M., Woldorff, M. G., Perez III, R., & Mayberg, H. S. (2000). An
ERP study of the temporal course of the Stroop color-word interference
effect. Neuropsychologia, 38(5), 701-711.
[17] Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P.,
Dahlström, K., ... & Westerberg, H. (2005). Computerized training of
working memory in children with ADHD-a randomized, controlled trial.
Journal of the American Academy of Child & Adolescent Psychiatry,
44(2), 177-186.
[18] Epstein, J. N., Erkanli, A., Conners, C. K., Klaric, J., Costello, J. E., &
Angold, A. (2003). Relations between continuous performance test
performance measures and ADHD behaviors. Journal of abnormal child
psychology, 31(5), 543-554.
[19] Robson, C. (2007). How to do a research project: a guide for
undergraduate students. Blackwell.
[20] Smyrnaiou, Z., Petropoulou, E., Margoudi, M. & Kostikas, I. (2014).
Patternization of an Inquiry-based design process for the construction of
a structurally sound educational tool: The paradigm of a secondary
development tool negotiating scientific concepts. Manuscript submitted
for publication.
[21] Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559.
[22] Cogtest. (n.d.). Retrieved June 24, 2015, from
http://www.cogtest.com/tests/cognitive_int/sa.html
[23] About Working Memory. (n.d.). Retrieved June 24, 2015, from
http://www.spaceminespatrol.com/
[24] Pattern Memory - Free Brain Game. (n.d.). Retrieved June 24, 2015,
from http://www.memory-improvement-tips.com/pattern-memory.html
[25] Free Concentration Card Game - Flipped Out. (n.d.). Retrieved June 24,
2015, from http://www.memory-improvement-tips.com/concentrationcard-
game.html.
[1] Gaddes, W.H., Edgell, D. (1994). Learning disabilities and brain
function: A neuropsychological approach, New York, Ed. Springer -
Verlang, Third ed.
[2] Koumoula, A. (2012). The course of attention deficit hyperactivity
disorder (ADHD) over the life span. Psychiatrike= Psychiatriki, 23, 49-
59.
[3] Steiner, N. J., Sheldrick, R. C., Gotthelf, D., & Perrin, E. C. (2011).
Computer-based attention training in the schools for children with
attention deficit/hyperactivity disorder: a preliminary trial. Clinical
Pediatrics, 50(7), 615-622.
[4] American Psychiatric Association (APA) (2013) Diagnostic and
statistical manual of mental disorders Fifth Edition (DSM-5®),
Washington, DC: American Psychiatric Association.
[5] Klingberg, T., Forssberg, H., & Westerberg, H. (2002). Training of
working memory in children with ADHD. Journal of clinical and
experimental neuropsychology, 24(6), 781-791.
[6] Holmes, J., Gathercole, S. E., Place, M., Dunning, D. L., Hilton, K. A.,
& Elliott, J. G. (2010). Working memory deficits can be overcome:
Impacts of training and medication on working memory in children with
ADHD. Applied Cognitive Psychology, 24(6), 827-836.
[7] Gomes, L. (2011). Attention and memory in boys with predominantly
inattentive and combined subtypes of ADHD.
[8] Trout, A. L., Lienemann, T. O., Reid, R., & Epstein, M. H. (2007). A
review of non-medication interventions to improve the academic
performance of children and youth with ADHD. Remedial and Special
Education, 28(4), 207-226.
[9] National Collaborating Centre for Mental Health (UK). Attention Deficit
Hyperactivity Disorder: Diagnosis and Management of ADHD in
Children, Young People and Adults. Leicester (UK): British
Psychological Society (UK); 2009. (NICE Clinical Guidelines, No. 72.)
Available from: https://www.ncbi.nlm.nih.gov/books/NBK53652/.
[10] Pope, A. T., & Bogart, E. H. (1996). Extended Attention Span Training
System: Video Game Neurotherapy for Attention Deficit Disorder. Child
Study Journal, 26(1), 39-50.
[11] Wilkinson, N., Ang, R. P., & Goh, D. H. (2008). Online video game
therapy for mental health concerns: A review. International journal of
social psychiatry, 54(4), 370-382.
[12] Kynigos, C. (2007). Half-baked Logo Microworlds as Boundary Objects
in Integrated Design. Informatics in Education 6, no. 2: 335–358.
[13] Kunda, M., McGreggor, K., & Goel, A. K. (2009, October). Addressing
the Raven's Progressive Matrices Test of" General" Intelligence. In
AAAI Fall Symposium: Multi-Representational Architectures for
Human-Level Intelligence.
[14] Raven, J. (2000). The Raven's progressive matrices: change and stability
over culture and time. Cognitive psychology, 41(1), 1-48.
[15] Stroop, J. R. (1935). Studies of interference in serial verbal reactions.
Journal of experimental psychology, 18(6), 643.
[16] Liotti, M., Woldorff, M. G., Perez III, R., & Mayberg, H. S. (2000). An
ERP study of the temporal course of the Stroop color-word interference
effect. Neuropsychologia, 38(5), 701-711.
[17] Klingberg, T., Fernell, E., Olesen, P. J., Johnson, M., Gustafsson, P.,
Dahlström, K., ... & Westerberg, H. (2005). Computerized training of
working memory in children with ADHD-a randomized, controlled trial.
Journal of the American Academy of Child & Adolescent Psychiatry,
44(2), 177-186.
[18] Epstein, J. N., Erkanli, A., Conners, C. K., Klaric, J., Costello, J. E., &
Angold, A. (2003). Relations between continuous performance test
performance measures and ADHD behaviors. Journal of abnormal child
psychology, 31(5), 543-554.
[19] Robson, C. (2007). How to do a research project: a guide for
undergraduate students. Blackwell.
[20] Smyrnaiou, Z., Petropoulou, E., Margoudi, M. & Kostikas, I. (2014).
Patternization of an Inquiry-based design process for the construction of
a structurally sound educational tool: The paradigm of a secondary
development tool negotiating scientific concepts. Manuscript submitted
for publication.
[21] Baddeley, A. (1992). Working memory. Science, 255(5044), 556-559.
[22] Cogtest. (n.d.). Retrieved June 24, 2015, from
http://www.cogtest.com/tests/cognitive_int/sa.html
[23] About Working Memory. (n.d.). Retrieved June 24, 2015, from
http://www.spaceminespatrol.com/
[24] Pattern Memory - Free Brain Game. (n.d.). Retrieved June 24, 2015,
from http://www.memory-improvement-tips.com/pattern-memory.html
[25] Free Concentration Card Game - Flipped Out. (n.d.). Retrieved June 24,
2015, from http://www.memory-improvement-tips.com/concentrationcard-
game.html.
@article{"International Journal of Business, Human and Social Sciences:70841", author = "M. Margoudi and Z. Smyrnaiou", title = "An Educational Application of Online Games for Learning Difficulties", abstract = "The current paper presents the results of a conducted
case study. During the past few years the number of children
diagnosed with Learning Difficulties has drastically augmented and
especially the cases of ADHD (Attention Deficit Hyperactivity
Disorder). One of the core characteristics of ADHD is a deficit in
working memory functions. The review of the literature indicates a
plethora of educational software that aim at training and enhancing
the working memory. Nevertheless, in the current paper, the
possibility of using for the same purpose free, online games will be
explored. Another issue of interest is the potential effect of the
working memory training to the core symptoms of ADHD. In order
to explore the abovementioned research questions, three digital tests
are employed, all of which are developed on the E-slate platform by
the author, in order to check the levels of ADHD’s symptoms and to
be used as diagnostic tools, both in the beginning and in the end of
the case study. The tools used during the main intervention of the
research are free online games for the training of working memory.
The research and the data analysis focus on the following axes: a) the
presence and the possible change in two of the core symptoms of
ADHD, attention and impulsivity and b) a possible change in the
general cognitive abilities of the individual. The case study was
conducted with the participation of a thirteen year-old, female
student, diagnosed with ADHD, during after-school hours. The
results of the study indicate positive changes both in the levels of
attention and impulsivity. Therefore, we conclude that the training of
working memory through the use of free, online games has a positive
impact on the characteristics of ADHD. Finally, concerning the
second research question, the change in general cognitive abilities, no
significant changes were noted.", keywords = "ADHD, attention, impulsivity, online games.", volume = "9", number = "7", pages = "2508-5", }