مطالعه اثر بازی‌های رایانه‌ای حرکتی و بازخورد عصبی بر توانش حرکتی واقعی و ادراک‌شده و توجه پایدار کودکان با اختلال نارسایی توجه/بیش‌فعالی

مجید حیدریان; افخم دانشفر; معصومه شجاعی; کیوان  ملانوروزی

Authors

Majid Heydarian PhD student, Department of Sport Science, SR.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0009-0008-8313-5774
Afkham Daneshfar Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran, Iran Corresponding author https://orcid.org/0000-0003-2371-2652
Masoumeh Shojaei Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran, Iran Author https://orcid.org/0000-0001-5116-8039
Keyvan Molanorouzi Department of Sport Science, SR.C., Islamic Azad University, Tehran, Iran Author https://orcid.org/0000-0003-1374-460X

Keywords:

Attention-deficit/hyperactivity disorder, movement-based video games, neurofeedback, actual motor competence, perceived motor competence, sustained attention

Abstract

This study aimed to examine and compare the effects of movement-based video games and neurofeedback on actual motor competence, perceived motor competence, and sustained attention in children with attention-deficit/hyperactivity disorder. This applied study used a quasi-experimental pretest-posttest design with a one-month follow-up and four parallel groups. The population consisted of male students in the first through fourth grades of elementary school. Following the screening of 1,178 students, psychiatric clinical interviews, and evaluation of the eligibility criteria, 52 children were selected and randomly assigned to neurofeedback, movement-based video game, sham neurofeedback, and control groups, with 13 participants in each group. The intervention groups received 24 sessions, three sessions per week, each lasting 45 minutes. Actual motor competence was assessed using the Movement Assessment Battery for Children, perceived motor competence was measured using the Harter scale, and sustained attention was evaluated through the Continuous Performance Test. Data were analyzed using mixed analysis of variance and Bonferroni post hoc comparisons. Significant time-by-group interaction effects were found for actual motor competence, F(6,96)=46.80, p<.001, η²p=.74; perceived motor competence, F(6,96)=10.50, p<.001, η²p=.39; correct responses, F(6,96)=37.70, p<.001, η²p=.70; omission errors, F(6,96)=31.50, p<.001, η²p=.66; response time, F(6,96)=46.30, p<.001, η²p=.74; and commission errors, F(6,96)=5.14, p<.001, η²p=.24. Both active interventions produced significantly greater improvements than the control condition in most motor and attentional outcomes. At follow-up, movement-based video games showed stronger effects than neurofeedback on actual motor competence, correct responses, and omission errors. Neurofeedback and movement-based video games may be used as complementary nonpharmacological interventions to improve motor competence and sustained attention in children with attention-deficit/hyperactivity disorder. Movement-based video games demonstrated stronger sustained effects on several outcomes.

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