Jogos Sérios como Ferramentas de Apoio ao Diagnóstico de TDAH em Crianças e Adolescentes: Uma Revisão Sistemática
Resumo
Introdução: O diagnóstico do Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é crucial para viabilizar intervenções precoces que mitigam prejuízos funcionais e melhoram o prognóstico social, acadêmico e emocional ao longo da vida. Nesse contexto, os jogos sérios oferecem ambientes digitais controlados e imersivos que podem auxiliar profissionais na coleta de dados comportamentais para o apoio ao diagnóstico do TDAH. Objetivo: Assim, este trabalho investiga a literatura recente (2010-2026) sobre o uso de jogos sérios como ferramentas de apoio ao diagnóstico do TDAH em crianças e adolescentes, visando analisar as abordagens adotadas e os métodos computacionais empregados na interpretação de dados. Metodologia: Para tanto, fez-se uma revisão sistemática da área, conduzida de acordo com as recomendações do protocolo PRISMA, além da análise crítica e da compilação dos trabalhos relevantes encontrados. Resultados: Os resultados indicam que jogos sérios constituem uma alternativa promissora aos métodos tradicionais, ao possibilitar uma coleta de dados mais natural, engajante e potencialmente mais precisa. Além disso, observa-se uma tendência crescente no uso de técnicas automatizadas de análise, reforçando o potencial dessas ferramentas como suporte complementar no processo de triagem e diagnóstico.
Palavras-chave:
jogos sérios, TDAH, crianças, adolescentes, apoio ao diagnóstico
Referências
Aloisio, A., Marzano, G., Bonanni, R., e Ricci, M. (2023). Serious games for adhd: A narrative review. In Proceedings of the International Workshop on Digital Innovations for Learning and Neurodevelopmental Disorders (DILeND 2024), Rome, Italy, pages 24–25.
Aman, M. G., Singh, N. N., Stewart, A. W., e Field, C. (1985). The aberrant behavior checklist: a behavior rating scale for the assessment of treatment effects. American journal of mental deficiency, 89(5):485–491.
Angarita, L. B. e Taborda, M. A. P. (2022). Videojuego para evaluar el grado de déficit de atención e hiperactividad en niños. Revista Virtual Universidad Católica del Norte, (65):137–170.
Association, A. P. et al. (2014). DSM-5: Manual diagnóstico e estatístico de transtornos mentais. Artmed Editora.
Brickenkamp, R. e Zillmer, E. (1998). The d2 Test of Attention. Hogrefe, Göttingen, 1 edition.
Cho, Y. J., Yum, J. Y., Kim, K., Shin, B., Eom, H., Hong, Y.-j., Heo, J., Kim, J.-j., Lee, H. S., e Kim, E. (2022). Evaluating attention deficit hyperactivity disorder symptoms in children and adolescents through tracked head movements in a virtual reality classroom: The effect of social cues with different sensory modalities. Frontiers in Human Neuroscience, 16:943478.
Conners, C. K., Staff, M., Connelly, V., Campbell, S., MacLean, M., e Barnes, J. (2000). Conners’ Continuous Performance Test II (CPT II v. 5). Multi-Health Systems Inc. Creyos (2025). Creyos: Digital cognitive assessments for research and healthcare. [link]. Accessed: 2025-01-22.
de Freitas, L. R., Junior, L. T. K., e Kawamoto, W. O. (2019). Jogo interativo para o auxílio do diagnóstico clínico do transtorno do déficit de atenção com hiperatividade em crianças. Journal of Health Informatics, 11(2).
Delgado-Gomez, D., Peñuelas-Calvo, I., Masó-Besga, A. E., Vallejo-Oñate, S., Tello, I. B., Duarte, E. A., Varela, M. C. V., Carballo, J., Baca-García, E., et al. (2017). Microsoft kinect-based continuous performance test: An objective attention deficit hyperactivity disorder assessment. Journal of Medical Internet Research, 19(3):e6985.
Delgado-Gómez, D., Sújar, A., Ardoy-Cuadros, J., Bejarano-Gómez, A., Aguado, D., Miguelez-Fernandez, C., Blasco-Fontecilla, H., e Peñuelas-Calvo, I. (2020). Objective assessment of attention-deficit hyperactivity disorder (adhd) using an infinite runner-based computer game: a pilot study. Brain Sciences, 10(10):716.
Faraone, S. V., Newcorn, J. H., Antshel, K. M., Adler, L., Roots, K., e Heller, M. (2016). The groundskeeper gaming platform as a diagnostic tool for attention-deficit/ hyperactivity disorder: sensitivity, specificity, and relation to other measures. Journal of child and adolescent psychopharmacology, 26(8):672–685.
Gabaldón-Pérez, A.-M., Martín-Ruiz, M.-L., Díez-Muñoz, F., Dolón-Poza, M., Máximo-Bocanegra, N., e Pau de la Cruz, I. (2023). The potential of digital screening tools for childhood adhd in school environments: A preliminary study. In Healthcare, volume 11, page 2795. MDPI.
Graves, A. e Schmidhuber, J. (2005). Framewise phoneme classification with bidirectional lstm and other neural network architectures. Neural Networks, 18(5):602–610. IJCNN 2005.
Hay, D. A., Bennett, K. S., Levy, F., Sergeant, J., e Swanson, J. (2007). A twin study of attention-deficit/hyperactivity disorder dimensions rated by the strengths and weaknesses of adhd-symptoms and normal-behavior (swan) scale. Biological psychiatry, 61(5):700–705.
Hennessy, A., Nichols, E. S., Al-Saoud, S., Brossard-Racine, M., e Duerden, E. G. (2024). Identifying cognitive profiles in children with neurodevelopmental disorders using online cognitive testing. Clinical Child Psychology and Psychiatry, 29(2):591–607.
Keshav, N. U., Vogt-Lowell, K., Vahabzadeh, A., e Sahin, N. T. (2019). Digital attention-related augmented-reality game: significant correlation between student game performance and validated clinical measures of attention-deficit/hyperactivity disorder (adhd). Children, 6(6):72.
Kumar, A., Verma, M., e Chaudhary, V. (2015). Diagnosis of adhd through game application. DELHI PSYCHIATRY JOURNAL.
Lee, W., Lee, D., Lee, S., Jun, K., e Kim, M. S. (2022). Deep-learning-based adhd classification using children’s skeleton data acquired through the adhd screening game. Sensors, 23(1):246.
Luciana, M. (2003). Practitioner review: Computerized assessment of neuropsychological function in children: Clinical and research applications of the cambridge neuropsychological testing automated battery (cantab). Journal of Child Psychology and Psychiatry, 44(5):649–663.
Mitsis, E. M., McKAY, K. E., Schulz, K. P., Newcorn, J. H., e Halperin, J. M. (2000). Parent–teacher concordance for dsm-iv attention-deficit/hyperactivity disorder in a clinic-referred sample. Journal of the American Academy of Child & Adolescent Psychiatry, 39(3):308–313.
MSD, M. (2025). Transtorno de déficit de atenção/hiperatividade (tdah). Acessado em 22 de janeiro de 2025.
Ouzzani, M., Hammady, H., Fedorowicz, Z., e Elmagarmid, A. (2016). Rayyan—a web and mobile app for systematic reviews. Systematic Reviews, 5(1):210.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hrobjartsson, A., Lalu, M. M., Li, T., Loder, E.W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., e Moher, D. (2021). The prisma 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372:n71.
Polanczyk, G. V., Willcutt, E. G., Salum, G. A., Kieling, C., e Rohde, L. A. (2014). Adhd prevalence estimates across three decades: an updated systematic review and meta-regression analysis. International Journal of Epidemiology, 43(2):434–442.
ResearchRabbit (2023). Researchrabbit. [link]. Acesso em: 27 mar. 2026.
Richardson, W. S., Wilson, M. C., Nishikawa, J., e Hayward, R. S. (1995). The well-built clinical question: a key to evidence-based decisions. ACP journal club, 123(3):A12–3.
Ruiz-Robledillo, N., Lucas, I., Ferrer-Cascales, R., Albaladejo-Blázquez, N., Sanchis, J., e Trujillo, J. (2025). Discriminative power of the serious game attention slackline in children and adolescents with and without attention-deficit/hyperactivity disorder: Validation study. JMIR Serious Games, 13:e65170.
Santos, C. M. d. C., Pimenta, C. A. d. M., e Nobre, M. R. C. (2007). A estratégia pico para a construção da pergunta de pesquisa e busca de evidências. Revista latino-americana de enfermagem, 15:508–511.
Scarabeli, G. C., Júnior, A. R., de Carvalho, G. C. P., de Oliveira, M. A., e Noriega, C. E. L. (2026). Desenvolvimento de um aplicativo com o uso de serious games para avaliação de tdah em crianças. REVISTA DELOS, 19(76):e8455–e8455.
Serrano-Barroso, A., Siugzdaite, R., Guerrero-Cubero, J., Molina-Cantero, A. J., Gomez-Gonzalez, I. M., Lopez, J. C., e Vargas, J. P. (2021). Detecting attention levels in adhd children with a video game and the measurement of brain activity with a single-channel bci headset. Sensors, 21(9):3221.
Sujar, A., Bayona, S., Delgado-Gómez, D., Miguélez-Fernández, C., Ardoy-Cuadros, J., Peñuelas-Calvo, I., Baca-García, E., e Blasco-Fontecilla, H. (2022). Attention deficit hyperactivity disorder assessment based on patient behavior exhibited in a car video game: A pilot study. Brain Sciences, 12(7):877.
Swanson, J. M., Nolan,W., e Pelham,W. E. (2001). The snap-iv teacher and parent rating scale. University of California.
Teruel, M. A., Sanchis, J., Ruiz-Robledillo, N., Albaladejo-Blázquez, N., Ferrer-Cascales, R., e Trujillo, J. (2024). Measuring attention of adhd patients by means of a computer game featuring biometrical data gathering. Heliyon, 10(5).
Theodório, D. P., da Silva, A. P., e Scardovelli, T. A. (2020). Jogos sérios brasileiros para auxílio do diagnóstico e tratamento de tdah: revisão integrativa. Interfaces da Educação, 11(32):60–78.
Thomas, R., Sanders, S., Doust, J., Beller, E., e Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: a systematic review and meta-analysis. Pediatrics, 135(4):e994–e1001.
Trommer, B. L., Hoeppner, J.-A. B., Lorber, R., e Armstrong, K. J. (1988). The go—nogo paradigm in attention deficit disorder. Annals of neurology, 24(5):610–614.
Wechsler, D. (2003). Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV). The Psychological Corporation, San Antonio.
WHO, W. H. O. et al. (2018). Icd-11 for mortality and morbidity statistics (2018). Wiguna, T., Bahana, R., Dirgantoro, B., Minayati, K., Teh, S. D., Ismail, R. I., Kaligis, F., e Wigantara, N. A. (2022). Developing attention deficits/hyperactivity disorder-virtual reality diagnostic tool with machine learning for children and adolescents. Frontiers in Psychiatry, 13:984481.
Wiguna, T., Wigantara, N. A., Ismail, R. I., Kaligis, F., Minayati, K., Bahana, R., e Dirgantoro, B. (2020). A four-step method for the development of an adhd-vr digital game diagnostic tool prototype for children using a dl model. Frontiers in Psychiatry, 11:829.
Zakani, Z., Moradi, H., Ghasemzadeh, S., Riazi, M., e Mortazavi, F. (2023). The validity of a machine learning-based video game in the objective screening of attention deficit hyperactivity disorder in children aged 5 to 12 years. arXiv preprint arXiv:2312.11832.
Zakani, Z., Moradi, H., Ghasemzadeh, S., Riazi, M., e Mortazavi, F. (2026). Development and initial validation of fishfinder as a machine learning-based serious video game for objective adhd screening in children aged 5–12. Multimedia Tools and Applications, 85(2):150.
Zhang, Y., Cao, D., Hou, H., Hu, M., Li, J., Sun, P., e Ni, S. (2026). Enhancing adhd early screening with a mobile serious game: A combined continuous screening paradigm. IEEE Transactions on Games.
Zheng, Y., Li, R., Li, S., Zhang, Y., Yang, S., e Ning, H. (2021). A review on serious games for adhd. arXiv preprint arXiv:2105.02970.
Aman, M. G., Singh, N. N., Stewart, A. W., e Field, C. (1985). The aberrant behavior checklist: a behavior rating scale for the assessment of treatment effects. American journal of mental deficiency, 89(5):485–491.
Angarita, L. B. e Taborda, M. A. P. (2022). Videojuego para evaluar el grado de déficit de atención e hiperactividad en niños. Revista Virtual Universidad Católica del Norte, (65):137–170.
Association, A. P. et al. (2014). DSM-5: Manual diagnóstico e estatístico de transtornos mentais. Artmed Editora.
Brickenkamp, R. e Zillmer, E. (1998). The d2 Test of Attention. Hogrefe, Göttingen, 1 edition.
Cho, Y. J., Yum, J. Y., Kim, K., Shin, B., Eom, H., Hong, Y.-j., Heo, J., Kim, J.-j., Lee, H. S., e Kim, E. (2022). Evaluating attention deficit hyperactivity disorder symptoms in children and adolescents through tracked head movements in a virtual reality classroom: The effect of social cues with different sensory modalities. Frontiers in Human Neuroscience, 16:943478.
Conners, C. K., Staff, M., Connelly, V., Campbell, S., MacLean, M., e Barnes, J. (2000). Conners’ Continuous Performance Test II (CPT II v. 5). Multi-Health Systems Inc. Creyos (2025). Creyos: Digital cognitive assessments for research and healthcare. [link]. Accessed: 2025-01-22.
de Freitas, L. R., Junior, L. T. K., e Kawamoto, W. O. (2019). Jogo interativo para o auxílio do diagnóstico clínico do transtorno do déficit de atenção com hiperatividade em crianças. Journal of Health Informatics, 11(2).
Delgado-Gomez, D., Peñuelas-Calvo, I., Masó-Besga, A. E., Vallejo-Oñate, S., Tello, I. B., Duarte, E. A., Varela, M. C. V., Carballo, J., Baca-García, E., et al. (2017). Microsoft kinect-based continuous performance test: An objective attention deficit hyperactivity disorder assessment. Journal of Medical Internet Research, 19(3):e6985.
Delgado-Gómez, D., Sújar, A., Ardoy-Cuadros, J., Bejarano-Gómez, A., Aguado, D., Miguelez-Fernandez, C., Blasco-Fontecilla, H., e Peñuelas-Calvo, I. (2020). Objective assessment of attention-deficit hyperactivity disorder (adhd) using an infinite runner-based computer game: a pilot study. Brain Sciences, 10(10):716.
Faraone, S. V., Newcorn, J. H., Antshel, K. M., Adler, L., Roots, K., e Heller, M. (2016). The groundskeeper gaming platform as a diagnostic tool for attention-deficit/ hyperactivity disorder: sensitivity, specificity, and relation to other measures. Journal of child and adolescent psychopharmacology, 26(8):672–685.
Gabaldón-Pérez, A.-M., Martín-Ruiz, M.-L., Díez-Muñoz, F., Dolón-Poza, M., Máximo-Bocanegra, N., e Pau de la Cruz, I. (2023). The potential of digital screening tools for childhood adhd in school environments: A preliminary study. In Healthcare, volume 11, page 2795. MDPI.
Graves, A. e Schmidhuber, J. (2005). Framewise phoneme classification with bidirectional lstm and other neural network architectures. Neural Networks, 18(5):602–610. IJCNN 2005.
Hay, D. A., Bennett, K. S., Levy, F., Sergeant, J., e Swanson, J. (2007). A twin study of attention-deficit/hyperactivity disorder dimensions rated by the strengths and weaknesses of adhd-symptoms and normal-behavior (swan) scale. Biological psychiatry, 61(5):700–705.
Hennessy, A., Nichols, E. S., Al-Saoud, S., Brossard-Racine, M., e Duerden, E. G. (2024). Identifying cognitive profiles in children with neurodevelopmental disorders using online cognitive testing. Clinical Child Psychology and Psychiatry, 29(2):591–607.
Keshav, N. U., Vogt-Lowell, K., Vahabzadeh, A., e Sahin, N. T. (2019). Digital attention-related augmented-reality game: significant correlation between student game performance and validated clinical measures of attention-deficit/hyperactivity disorder (adhd). Children, 6(6):72.
Kumar, A., Verma, M., e Chaudhary, V. (2015). Diagnosis of adhd through game application. DELHI PSYCHIATRY JOURNAL.
Lee, W., Lee, D., Lee, S., Jun, K., e Kim, M. S. (2022). Deep-learning-based adhd classification using children’s skeleton data acquired through the adhd screening game. Sensors, 23(1):246.
Luciana, M. (2003). Practitioner review: Computerized assessment of neuropsychological function in children: Clinical and research applications of the cambridge neuropsychological testing automated battery (cantab). Journal of Child Psychology and Psychiatry, 44(5):649–663.
Mitsis, E. M., McKAY, K. E., Schulz, K. P., Newcorn, J. H., e Halperin, J. M. (2000). Parent–teacher concordance for dsm-iv attention-deficit/hyperactivity disorder in a clinic-referred sample. Journal of the American Academy of Child & Adolescent Psychiatry, 39(3):308–313.
MSD, M. (2025). Transtorno de déficit de atenção/hiperatividade (tdah). Acessado em 22 de janeiro de 2025.
Ouzzani, M., Hammady, H., Fedorowicz, Z., e Elmagarmid, A. (2016). Rayyan—a web and mobile app for systematic reviews. Systematic Reviews, 5(1):210.
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hrobjartsson, A., Lalu, M. M., Li, T., Loder, E.W., Mayo-Wilson, E., McDonald, S., McGuinness, L. A., Stewart, L. A., Thomas, J., Tricco, A. C., Welch, V. A., Whiting, P., e Moher, D. (2021). The prisma 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372:n71.
Polanczyk, G. V., Willcutt, E. G., Salum, G. A., Kieling, C., e Rohde, L. A. (2014). Adhd prevalence estimates across three decades: an updated systematic review and meta-regression analysis. International Journal of Epidemiology, 43(2):434–442.
ResearchRabbit (2023). Researchrabbit. [link]. Acesso em: 27 mar. 2026.
Richardson, W. S., Wilson, M. C., Nishikawa, J., e Hayward, R. S. (1995). The well-built clinical question: a key to evidence-based decisions. ACP journal club, 123(3):A12–3.
Ruiz-Robledillo, N., Lucas, I., Ferrer-Cascales, R., Albaladejo-Blázquez, N., Sanchis, J., e Trujillo, J. (2025). Discriminative power of the serious game attention slackline in children and adolescents with and without attention-deficit/hyperactivity disorder: Validation study. JMIR Serious Games, 13:e65170.
Santos, C. M. d. C., Pimenta, C. A. d. M., e Nobre, M. R. C. (2007). A estratégia pico para a construção da pergunta de pesquisa e busca de evidências. Revista latino-americana de enfermagem, 15:508–511.
Scarabeli, G. C., Júnior, A. R., de Carvalho, G. C. P., de Oliveira, M. A., e Noriega, C. E. L. (2026). Desenvolvimento de um aplicativo com o uso de serious games para avaliação de tdah em crianças. REVISTA DELOS, 19(76):e8455–e8455.
Serrano-Barroso, A., Siugzdaite, R., Guerrero-Cubero, J., Molina-Cantero, A. J., Gomez-Gonzalez, I. M., Lopez, J. C., e Vargas, J. P. (2021). Detecting attention levels in adhd children with a video game and the measurement of brain activity with a single-channel bci headset. Sensors, 21(9):3221.
Sujar, A., Bayona, S., Delgado-Gómez, D., Miguélez-Fernández, C., Ardoy-Cuadros, J., Peñuelas-Calvo, I., Baca-García, E., e Blasco-Fontecilla, H. (2022). Attention deficit hyperactivity disorder assessment based on patient behavior exhibited in a car video game: A pilot study. Brain Sciences, 12(7):877.
Swanson, J. M., Nolan,W., e Pelham,W. E. (2001). The snap-iv teacher and parent rating scale. University of California.
Teruel, M. A., Sanchis, J., Ruiz-Robledillo, N., Albaladejo-Blázquez, N., Ferrer-Cascales, R., e Trujillo, J. (2024). Measuring attention of adhd patients by means of a computer game featuring biometrical data gathering. Heliyon, 10(5).
Theodório, D. P., da Silva, A. P., e Scardovelli, T. A. (2020). Jogos sérios brasileiros para auxílio do diagnóstico e tratamento de tdah: revisão integrativa. Interfaces da Educação, 11(32):60–78.
Thomas, R., Sanders, S., Doust, J., Beller, E., e Glasziou, P. (2015). Prevalence of attention-deficit/hyperactivity disorder: a systematic review and meta-analysis. Pediatrics, 135(4):e994–e1001.
Trommer, B. L., Hoeppner, J.-A. B., Lorber, R., e Armstrong, K. J. (1988). The go—nogo paradigm in attention deficit disorder. Annals of neurology, 24(5):610–614.
Wechsler, D. (2003). Wechsler Intelligence Scale for Children–Fourth Edition (WISC-IV). The Psychological Corporation, San Antonio.
WHO, W. H. O. et al. (2018). Icd-11 for mortality and morbidity statistics (2018). Wiguna, T., Bahana, R., Dirgantoro, B., Minayati, K., Teh, S. D., Ismail, R. I., Kaligis, F., e Wigantara, N. A. (2022). Developing attention deficits/hyperactivity disorder-virtual reality diagnostic tool with machine learning for children and adolescents. Frontiers in Psychiatry, 13:984481.
Wiguna, T., Wigantara, N. A., Ismail, R. I., Kaligis, F., Minayati, K., Bahana, R., e Dirgantoro, B. (2020). A four-step method for the development of an adhd-vr digital game diagnostic tool prototype for children using a dl model. Frontiers in Psychiatry, 11:829.
Zakani, Z., Moradi, H., Ghasemzadeh, S., Riazi, M., e Mortazavi, F. (2023). The validity of a machine learning-based video game in the objective screening of attention deficit hyperactivity disorder in children aged 5 to 12 years. arXiv preprint arXiv:2312.11832.
Zakani, Z., Moradi, H., Ghasemzadeh, S., Riazi, M., e Mortazavi, F. (2026). Development and initial validation of fishfinder as a machine learning-based serious video game for objective adhd screening in children aged 5–12. Multimedia Tools and Applications, 85(2):150.
Zhang, Y., Cao, D., Hou, H., Hu, M., Li, J., Sun, P., e Ni, S. (2026). Enhancing adhd early screening with a mobile serious game: A combined continuous screening paradigm. IEEE Transactions on Games.
Zheng, Y., Li, R., Li, S., Zhang, Y., Yang, S., e Ning, H. (2021). A review on serious games for adhd. arXiv preprint arXiv:2105.02970.
Publicado
29/09/2026
Como Citar
SOUZA, Marina Hurtado de; MENDONÇA, Joana; VARGAS, André; BEM, Rodrigo de.
Jogos Sérios como Ferramentas de Apoio ao Diagnóstico de TDAH em Crianças e Adolescentes: Uma Revisão Sistemática. In: SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 25. , 2026, Goiânia/GO.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2026
.
p. 2941-2954.
DOI: https://doi.org/10.5753/sbgames.2026.26259.
