2 77 REVIEW OF APPLIED & CASUAL GAMES FOR MENTAL HEALTH Paper Country Target group N % male Age, mean (SD) Age range Intervention arms Intervention characteristics Assessments Variables measured Findings relevant for current review Medina et al. 2021 Spain Children diagnosed with combined-type ADHD 40*d 86.2 9.45 (1.27) 8-11 years 1. Fourteen KAD_SCL_01 games (applied games). 2. Three commercial video games (casual game). Both conditions: Three 15- to 20minute sessions per week, for 12 weeks. Pre and post. Inhibitory control, MEG recording, attention and executive functioning by means of a performance task, auditory attention, cognitive flexibility, verbal fluency, card classification, inhibition, verbal memory, visuospatial attention, cognitive functioning, spatial working memory, executive functioning questionnaire (inhibition, shifting, working memory, behavioural and global scales), ADHD symptoms (hyperactivity, attention deficit, behavioural disorder, global). The intervention improved inhibitory control performance, visuospatial working memory performance, and in the cognitive flexibility, working memory, and behaviour and general executive functioning behavioural clinical indexes. Prins et al. 2011 The Netherlands Children with ADHD (symptoms) 52*a 82.4 9.47 (1.08) 7-12 years 1. Visuospatial working memory training in gaming format. 2. Regular visuospatial working memory training not in gaming format. Both conditions: Three weekly 30-to-35-minute sessions. After 15 minutes of training, participants could choose during the second half of each session to continue using the training or to stop and read magazines at any time. Pre and post. Visuospatial short-term memory and working memory; motivation, game evaluation, time spent not using the training, training performance. At post, children using the game version of the working memory training showed better working memory, better training performance and greater motivation than children using the regular working memory training.
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