A relação entre jogos digitais e TDAH: um mapeamento sistemático dos estudos nas línguas portuguesa e espanhola
Resumo
Este artigo busca apresentar a pesquisa que mapeou o desenvolvimento, na literatura, sobre o tema Transtorno de Déficit de Atenção/Hiperatividade (TDAH) e Jogos Digitais, por meio de pesquisa bibliométrica nas bases científicas SpringerLink, ScienceDirect (Elsevier), Scopus (Elsevier), Web of Science - Coleção Principal (Clarivate Analytics), ACM Digital Library, MEDLINE/PubMed (via National Library of Medicine), IEEE Xplore e Compendex (Engineering Village - Elsevier. Para cumprir com esta meta, lançamos mão das diretrizes do protocolo propostas por Ki-tchenham e Charters [12] para realizar o mapeamento sistemático, começando pela identificação da necessidade do estudo, seguido por: formulação da questão de pesquisa, busca dos estudos primários, avaliação de qualidade, extração de dados, síntese e análise dos resultados. Por fim, os principais resultados obtidos na pesquisa comprovam que os jogos digitais conseguem auxiliar no desenvolvimento das funções cognitivas no tratamento do TDAH. Ao fim deste artigo apresentamos a composição de estudos que foram escritos nas línguas portuguesa e espanhola e que serviram de subsídio para extração dos dados utilizados na pesquisa supracitada.
Palavras-chave:
TDAH, jogos digitais, revisão sistemática, videogames
Referências
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M. Prensky, Aprendizagem baseada em jogos digitais, 1st ed. São Paulo: Senac, 2012.
K. K. Cox and R. A. Bittencourt, “Estudo bibliográfico sobre o processo de construção de jogos digitais: a necessidade de sinergia entre o educar e o divertir,” BRAZILIAN J. Comput. Educ., vol. 25, no. 1, pp. 17–43, 2017.
S. Egenfeldt-Nielsen, Beyond Edutainment: Exploring the Educational Potential of Computer Games. Lulu.com, 2011.
R. N. Van Eck, “Digital Game-Based Learning: Still Restless, After All These Years,” 2015.
M. Csikszentmihalyi, Fluxo: a psicologia da experiência ideal. 1990.
A. Diamond, “Funções executivas. Revisão anual de psicologia,” Revisão Anu. Psicol., vol. 64, pp. 135–168, 2013.
W. K. Hira, M. V. P. Marinho, F. B. Pereira, and A. T. B. Jr, “Criação de um modelo conceitual para Documentação de Game Design,” in Proceedings of SBGames, 2016, pp. 329–336.
A. A. de Psiquiatria, DSM 5: Manual Diagnóstico e Estatístico de Transtornos Mentais, 5th ed. Porto Alegre: Artmed, 2014.
R. Barkley, Attention-Deficit Hyperactivity Disorder, 3rd ed. New York: Guilford, 2006.
R. A. Barkley, “The executive functions and self-regulation: an evolutionary neuropsychological perspective,” Neuropsychol. Rev., vol. 11, pp. 1–29, 2001.
K. K. G. Krause, M. da S. Hounsell, and I. Gasparini, “Aplicações dos jogos digitais nas funções executivas: um mapeamento sistemático da literatura,” in Proceedings of SBGames, 2018, pp. 54–62.
D. K. Ramos, “Jogos Digitais e as Funções Executivas na Infância: alternativas à diversificação do currículo,” e-Curriculum, vol. 17, no. 3, pp. 1373–1392, 2019.
B. A. Kitchenham and S. Charters, “Guidelines for performing Systematic Literature Reviews in Software Engineering (EBSE 2007-001),” 2007.
T. Coma-Rosellé, A. C. Blasco-Serrano, M. Á. Garrido Laparte, and A. Aguelo Arguis, “Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD),” Res. Pract. Technol. Enhanc. Learn., vol. 15, no. 1, 2020, doi: 10.1186/s41039-020-00144-6.
S. Guadalupe and S. Elizabeth, “Modelo de serious game para mejorar la aténcion en niños con trastorno por deficit de aténcion e hiperactividad (TDAH),” no. November, 2019 [Online]. Available: http://dspace.espoch.edu.ec/handle/123456789/13502
F. E. G. Santos, A. P. Z. Bastos, L. C. V. Andrade, K. Revoredo, and P. Mattos, “Assessment of ADHD through a computer game: An experiment with a sample of students,” Proc. - 2011 3rd Int. Conf. Games Virtual Worlds Serious Appl. VS-Games 2011, pp. 104–111,2011, doi: 10.1109/VS-GAMES.2011.21.
N. Wro?ska, B. Garcia-Zapirain, and A. Mendez-Zorrilla, “An iPad-Based Tool for Improving the Skills of Children with Attention Deficit Disorder.,” Int. J. Environ. Res. Public Health, vol. 12, no. 6, pp. 6261–6280, Jun. 2015, doi: 10.3390/ijerph120606261.
P. García-Redondo, T. García, D. Areces, J. C. Núñez, and C. Rodríguez, “Serious games and their effect improving attention in students with learning disabilities,” Int. J. Environ. Res. Public Health, vol. 16, no. 14, 2019, doi: 10.3390/ijerph16142480.
M. León, “Temporal Perception and Delay Aversion: A videogame screening tool for the early detection of ADHD,” Rev. cienc. salud, vol. 3, no. 2, pp. 117–118, 2020.
A. P. Silva, S. O. S. Prado, T. A. Scardovelli, S. R. M. S. Boschi, L. C. Campos, and A. F. Frère, “Measurement of the Effect of Physical Exercise on the Concentration of Individuals with ADHD.,” PLoS One, vol. 10, no. 3, 2015, doi: 10.1371/journal.pone.0122119.
G. W. Rivera-Flores and A. E. Vera-Alvarez, “Intervención computarizada para mejorar la atención sostenida en un niño con TDAH,” Rev. Psicol. Clin. con Ninos y Adolesc., vol. 6, no. 1, pp.16–22, 2019, doi: 10.21134/rpcna.2019.06.1.2.
D. Delgado-Gomez et al., “Microsoft kinect-based continuous performance test: An objective attention deficit hyperactivity disorder assessment,” J. Med. Internet Res., vol. 19, no. 3, pp. 1–8, 2017, doi: 10.2196/jmir.6985.
C. B. González Calleros, J. Guerrero García, and Y. Navarro Rangel, “Un juego serio para la solución de problemas matemáticos para niños con TDAH. (Spanish),” A serious game solving Math. Probl. Child. with ADHD., vol. 8, no. 2, pp. 121–140, 2019 [Online]. Available: [link].
A. P. Silva and A. F. Frère, “Virtual environment to quantify the influence of colour stimuli on the performance of tasks requiring attention.,” Biomed. Eng. Online, vol. 10, p. 74, 2011, doi:10.1186/1475-925X-10-74.
E. De La Guía, M. D. Lozano, and V. M. R. Penichet, “Educational games based on distributed and tangible user interfaces to stimulate cognitive abilities in children with ADHD,” Br. J. Educ. Technol., vol. 46, no. 3, pp. 664–678, 2015, doi: 10.1111/bjet.12165.
A. F. Bejarano, J. D. Correa, and P. Figueroa, “Escape Room VR : A Tool for Diagnosis and Treatment of ADD.”
D. Z. Blandon, J. E. Munoz, D. S. Lopez, and O. H. Gallo, “Influence of a BCI neurofeedback videogame in children with ADHD. Quantifying the brain activity through an EEG signal processing dedicated toolbox,” 2016 IEEE 11th Colomb. Comput. Conf. CCC 2016 - Conf. Proc., no. October 2017, 2016, doi: 10.1109/ColumbianCC.2016.7750788.
S. Title et al., “TARLAN: A Simulation Game to Improve Social Problem-Solving Skills of ADHD Children,” no. July 2018, 2009, doi: 10.1007/978-3-319-19773-9.
D. Avila-Pesantez, M. Vaca-Cardenas, L. M. Avila, and L. Vaca-Cardenas, “Conceptual Model for Serious Games Design: Case Study of Children with Attention Deficit Hyperactivity Disorder,” KnE Eng., vol. 3, no. 9, p. 61, 2018, doi: 10.18502/keg.v3i9.3646.
D. C. Capelo, M. E. Sánchez, J. S. Hurtado, and D. B. Chicaiza, “Multisensory virtual game with use of the device leap motion to improve the lack of attention in children of 7–12 years with ADHD,” Adv. Intell. Syst. Comput., vol. 721, no. Icits 2018, pp. 897–906, 2018, doi: 10.1007/978-3-319-73450-7_85.
D. R. Faria, J. J. Bird, C. Daquana, J. Kobylarz, and P. P. S. Ayrosa, “Towards ai-based interactive game intervention to monitor concentration levels in children with attention deficit,” Int. J. Inf. Educ. Technol., vol. 10, no. 9, pp. 641–648, 2020, doi: 10.18178/ijiet.2020.10.9.1437.
E. De La Guía, M. D. Lozano, and V. R. Penichet, “Co-sticap: System based on distributed and tangible user interfaces to improve skills in children with ADHD,” Proc. IDEE 2013 2nd Int. Work. Interact. Des. Educ. Environ. - Conjunction with 15th Int. Conf. Enterp. Inf. Syst. ICEIS 2013, pp. 64–73, 2013, doi: 10.5220/0004602800640073.
M. Frutos-Pascual and B. G. Zapirain, “Guided crossword-puzzle games aimed at children with Attentional Deficit: Preliminary results,” Proc. CGAMES 2014 USA - 19th Int. Conf. Comput. Games AI, Animat. Mobile, Interact. Multimedia, Educ. Serious Games, pp. 70–73, 2014, doi: 10.1109/CGames.2014.6934137.
M. Frutos-Pascual, B. G. Zapirain, and K. C. Buldian, “Adaptive cognitive rehabilitation interventions based on serious games for children with ADHD using biofeedback techniques: Assessment and evaluation,” Proc. - REHAB 2014, vol. 5, pp. 321–324, 2014, doi: 10.4108/icst.pervasivehealth.2014.255249.
I. V., J. O., C. Collazos, and H. Fardoun, “DIVIDI2: reinforcing divided attention in children with AD/HD through a mobile application,” 2019, pp. 106–110, doi: 10.1145/3364138.3364161.
L. Gomez and R. M. Carro, “Adaptive training of children with attention deficit hyperactivity disorder through multi-touch surfaces,” Proc. - IEEE 14th Int. Conf. Adv. Learn. Technol. ICALT 2014, pp. 561–563, 2014, doi: 10.1109/ICALT.2014.164.
T. Kanellos et al., “User experience evaluation of the reefocus adhd management gaming system,” 2019 4th Int. Conf. Smart Sustain. Technol. Split. 2019, no. 732375, 2019, doi: 10.23919/SpliTech.2019.8783141.
F. S. V. MacHado, W. D. Casagrande, A. Frizera, and F. E. M. Da Rocha, “Development of Serious Games for Neurorehabilitation of Children with Attention-Deficit/Hyperactivity Disorder through Neurofeedback,” Brazilian Symp. Games Digit. Entertain. SBGAMES, vol. 2019-October, pp. 91–97, 2019, doi: 10.1109/SBGames.2019.00022.
N. Rodríguez-Pérez, P. Caballero-Gil, A. Rivero-García, and J. Toledo-Castro, “A secure mHealth application for attention deficit and hyperactivity disorder,” Expert Syst., vol. 37, no. 1, pp. 1–14, 2020, doi: 10.1111/exsy.12431.
J. Moreno and V. Valderrama, “Digital Game Based Learning in Children With Adhd: a Case Study in Statisctics Teaching for Fourth Grade Students in Colombia Aprendizaje Basado en Juegos Digitales en Niños con TDAH: un Estudio de Caso en la Enseñanza de Estadística para Estudiantes de C,” Rev. Bras. Educ. Espec., vol. 21, no. 1, pp. 143–158, 2015.
C. B. G. Calleros, J. Guerrero-García, and Y. Navarro-Rangel, “UvaMate: A serious game for learning mathematics for children with ADHD: Usability evaluation,” Rev. Colomb. Comput., vol. 21, no. 1, pp. 20–34, 2020, doi: 10.29375/25392115.3896.
M. Prensky, Aprendizagem baseada em jogos digitais, 1st ed. São Paulo: Senac, 2012.
K. K. Cox and R. A. Bittencourt, “Estudo bibliográfico sobre o processo de construção de jogos digitais: a necessidade de sinergia entre o educar e o divertir,” BRAZILIAN J. Comput. Educ., vol. 25, no. 1, pp. 17–43, 2017.
S. Egenfeldt-Nielsen, Beyond Edutainment: Exploring the Educational Potential of Computer Games. Lulu.com, 2011.
R. N. Van Eck, “Digital Game-Based Learning: Still Restless, After All These Years,” 2015.
M. Csikszentmihalyi, Fluxo: a psicologia da experiência ideal. 1990.
A. Diamond, “Funções executivas. Revisão anual de psicologia,” Revisão Anu. Psicol., vol. 64, pp. 135–168, 2013.
W. K. Hira, M. V. P. Marinho, F. B. Pereira, and A. T. B. Jr, “Criação de um modelo conceitual para Documentação de Game Design,” in Proceedings of SBGames, 2016, pp. 329–336.
A. A. de Psiquiatria, DSM 5: Manual Diagnóstico e Estatístico de Transtornos Mentais, 5th ed. Porto Alegre: Artmed, 2014.
R. Barkley, Attention-Deficit Hyperactivity Disorder, 3rd ed. New York: Guilford, 2006.
R. A. Barkley, “The executive functions and self-regulation: an evolutionary neuropsychological perspective,” Neuropsychol. Rev., vol. 11, pp. 1–29, 2001.
K. K. G. Krause, M. da S. Hounsell, and I. Gasparini, “Aplicações dos jogos digitais nas funções executivas: um mapeamento sistemático da literatura,” in Proceedings of SBGames, 2018, pp. 54–62.
D. K. Ramos, “Jogos Digitais e as Funções Executivas na Infância: alternativas à diversificação do currículo,” e-Curriculum, vol. 17, no. 3, pp. 1373–1392, 2019.
B. A. Kitchenham and S. Charters, “Guidelines for performing Systematic Literature Reviews in Software Engineering (EBSE 2007-001),” 2007.
T. Coma-Rosellé, A. C. Blasco-Serrano, M. Á. Garrido Laparte, and A. Aguelo Arguis, “Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD),” Res. Pract. Technol. Enhanc. Learn., vol. 15, no. 1, 2020, doi: 10.1186/s41039-020-00144-6.
S. Guadalupe and S. Elizabeth, “Modelo de serious game para mejorar la aténcion en niños con trastorno por deficit de aténcion e hiperactividad (TDAH),” no. November, 2019 [Online]. Available: http://dspace.espoch.edu.ec/handle/123456789/13502
F. E. G. Santos, A. P. Z. Bastos, L. C. V. Andrade, K. Revoredo, and P. Mattos, “Assessment of ADHD through a computer game: An experiment with a sample of students,” Proc. - 2011 3rd Int. Conf. Games Virtual Worlds Serious Appl. VS-Games 2011, pp. 104–111,2011, doi: 10.1109/VS-GAMES.2011.21.
N. Wro?ska, B. Garcia-Zapirain, and A. Mendez-Zorrilla, “An iPad-Based Tool for Improving the Skills of Children with Attention Deficit Disorder.,” Int. J. Environ. Res. Public Health, vol. 12, no. 6, pp. 6261–6280, Jun. 2015, doi: 10.3390/ijerph120606261.
P. García-Redondo, T. García, D. Areces, J. C. Núñez, and C. Rodríguez, “Serious games and their effect improving attention in students with learning disabilities,” Int. J. Environ. Res. Public Health, vol. 16, no. 14, 2019, doi: 10.3390/ijerph16142480.
M. León, “Temporal Perception and Delay Aversion: A videogame screening tool for the early detection of ADHD,” Rev. cienc. salud, vol. 3, no. 2, pp. 117–118, 2020.
A. P. Silva, S. O. S. Prado, T. A. Scardovelli, S. R. M. S. Boschi, L. C. Campos, and A. F. Frère, “Measurement of the Effect of Physical Exercise on the Concentration of Individuals with ADHD.,” PLoS One, vol. 10, no. 3, 2015, doi: 10.1371/journal.pone.0122119.
G. W. Rivera-Flores and A. E. Vera-Alvarez, “Intervención computarizada para mejorar la atención sostenida en un niño con TDAH,” Rev. Psicol. Clin. con Ninos y Adolesc., vol. 6, no. 1, pp.16–22, 2019, doi: 10.21134/rpcna.2019.06.1.2.
D. Delgado-Gomez et al., “Microsoft kinect-based continuous performance test: An objective attention deficit hyperactivity disorder assessment,” J. Med. Internet Res., vol. 19, no. 3, pp. 1–8, 2017, doi: 10.2196/jmir.6985.
C. B. González Calleros, J. Guerrero García, and Y. Navarro Rangel, “Un juego serio para la solución de problemas matemáticos para niños con TDAH. (Spanish),” A serious game solving Math. Probl. Child. with ADHD., vol. 8, no. 2, pp. 121–140, 2019 [Online]. Available: [link].
A. P. Silva and A. F. Frère, “Virtual environment to quantify the influence of colour stimuli on the performance of tasks requiring attention.,” Biomed. Eng. Online, vol. 10, p. 74, 2011, doi:10.1186/1475-925X-10-74.
E. De La Guía, M. D. Lozano, and V. M. R. Penichet, “Educational games based on distributed and tangible user interfaces to stimulate cognitive abilities in children with ADHD,” Br. J. Educ. Technol., vol. 46, no. 3, pp. 664–678, 2015, doi: 10.1111/bjet.12165.
A. F. Bejarano, J. D. Correa, and P. Figueroa, “Escape Room VR : A Tool for Diagnosis and Treatment of ADD.”
D. Z. Blandon, J. E. Munoz, D. S. Lopez, and O. H. Gallo, “Influence of a BCI neurofeedback videogame in children with ADHD. Quantifying the brain activity through an EEG signal processing dedicated toolbox,” 2016 IEEE 11th Colomb. Comput. Conf. CCC 2016 - Conf. Proc., no. October 2017, 2016, doi: 10.1109/ColumbianCC.2016.7750788.
S. Title et al., “TARLAN: A Simulation Game to Improve Social Problem-Solving Skills of ADHD Children,” no. July 2018, 2009, doi: 10.1007/978-3-319-19773-9.
D. Avila-Pesantez, M. Vaca-Cardenas, L. M. Avila, and L. Vaca-Cardenas, “Conceptual Model for Serious Games Design: Case Study of Children with Attention Deficit Hyperactivity Disorder,” KnE Eng., vol. 3, no. 9, p. 61, 2018, doi: 10.18502/keg.v3i9.3646.
D. C. Capelo, M. E. Sánchez, J. S. Hurtado, and D. B. Chicaiza, “Multisensory virtual game with use of the device leap motion to improve the lack of attention in children of 7–12 years with ADHD,” Adv. Intell. Syst. Comput., vol. 721, no. Icits 2018, pp. 897–906, 2018, doi: 10.1007/978-3-319-73450-7_85.
D. R. Faria, J. J. Bird, C. Daquana, J. Kobylarz, and P. P. S. Ayrosa, “Towards ai-based interactive game intervention to monitor concentration levels in children with attention deficit,” Int. J. Inf. Educ. Technol., vol. 10, no. 9, pp. 641–648, 2020, doi: 10.18178/ijiet.2020.10.9.1437.
E. De La Guía, M. D. Lozano, and V. R. Penichet, “Co-sticap: System based on distributed and tangible user interfaces to improve skills in children with ADHD,” Proc. IDEE 2013 2nd Int. Work. Interact. Des. Educ. Environ. - Conjunction with 15th Int. Conf. Enterp. Inf. Syst. ICEIS 2013, pp. 64–73, 2013, doi: 10.5220/0004602800640073.
M. Frutos-Pascual and B. G. Zapirain, “Guided crossword-puzzle games aimed at children with Attentional Deficit: Preliminary results,” Proc. CGAMES 2014 USA - 19th Int. Conf. Comput. Games AI, Animat. Mobile, Interact. Multimedia, Educ. Serious Games, pp. 70–73, 2014, doi: 10.1109/CGames.2014.6934137.
M. Frutos-Pascual, B. G. Zapirain, and K. C. Buldian, “Adaptive cognitive rehabilitation interventions based on serious games for children with ADHD using biofeedback techniques: Assessment and evaluation,” Proc. - REHAB 2014, vol. 5, pp. 321–324, 2014, doi: 10.4108/icst.pervasivehealth.2014.255249.
I. V., J. O., C. Collazos, and H. Fardoun, “DIVIDI2: reinforcing divided attention in children with AD/HD through a mobile application,” 2019, pp. 106–110, doi: 10.1145/3364138.3364161.
L. Gomez and R. M. Carro, “Adaptive training of children with attention deficit hyperactivity disorder through multi-touch surfaces,” Proc. - IEEE 14th Int. Conf. Adv. Learn. Technol. ICALT 2014, pp. 561–563, 2014, doi: 10.1109/ICALT.2014.164.
T. Kanellos et al., “User experience evaluation of the reefocus adhd management gaming system,” 2019 4th Int. Conf. Smart Sustain. Technol. Split. 2019, no. 732375, 2019, doi: 10.23919/SpliTech.2019.8783141.
F. S. V. MacHado, W. D. Casagrande, A. Frizera, and F. E. M. Da Rocha, “Development of Serious Games for Neurorehabilitation of Children with Attention-Deficit/Hyperactivity Disorder through Neurofeedback,” Brazilian Symp. Games Digit. Entertain. SBGAMES, vol. 2019-October, pp. 91–97, 2019, doi: 10.1109/SBGames.2019.00022.
N. Rodríguez-Pérez, P. Caballero-Gil, A. Rivero-García, and J. Toledo-Castro, “A secure mHealth application for attention deficit and hyperactivity disorder,” Expert Syst., vol. 37, no. 1, pp. 1–14, 2020, doi: 10.1111/exsy.12431.
J. Moreno and V. Valderrama, “Digital Game Based Learning in Children With Adhd: a Case Study in Statisctics Teaching for Fourth Grade Students in Colombia Aprendizaje Basado en Juegos Digitales en Niños con TDAH: un Estudio de Caso en la Enseñanza de Estadística para Estudiantes de C,” Rev. Bras. Educ. Espec., vol. 21, no. 1, pp. 143–158, 2015.
C. B. G. Calleros, J. Guerrero-García, and Y. Navarro-Rangel, “UvaMate: A serious game for learning mathematics for children with ADHD: Usability evaluation,” Rev. Colomb. Comput., vol. 21, no. 1, pp. 20–34, 2020, doi: 10.29375/25392115.3896.
Publicado
18/10/2021
Como Citar
CARDOSO, Alexia Naara da Silva; PIMENTEL, Fernando Silvio Cavalcante; ROCHA, Jaqueline Santos Alves da; SILVA, Alan Pedro da; SILVA JÚNIOR, Luiz Cláudio Ferreira da.
A relação entre jogos digitais e TDAH: um mapeamento sistemático dos estudos nas línguas portuguesa e espanhola. In: TRILHA DE EDUCAÇÃO – ARTIGOS COMPLETOS - SIMPÓSIO BRASILEIRO DE JOGOS E ENTRETENIMENTO DIGITAL (SBGAMES), 20. , 2021, Online.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
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p. 354-362.
DOI: https://doi.org/10.5753/sbgames_estendido.2021.19667.
