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28 Technium Soc. Sci. J. 159 (2022)
Electronic, VR & Augmented Reality Games for Intervention in ADHD

handle is hein.journals/techssj28 and id is 159 raw text is: Technium Social Sciences Journal Vol. 28, 159-169, February, 2022 ISSN: 2668-7798 SOCIAL SCIENCES JOURNAL w tehiscneco www. techniumscience. comn Electronic, VR & Augmented Reality Games for Intervention in ADHD Aikaterini Doulou, Athanasios Drigas Net Media Lab Mind - Brain R&D IIT - N.C.S.R. Demokritos, Athens, Greece katerina.doulou@gmail.com, dr@iit.demokritos.gr Abstract. In recent years, there has been an increase in the incidence of ADHD in children and adolescents. Many learning and behavioral problems are associated with this disorder as a result of difficulties in cognitive and metacognitive functions. According to Drigas et al. (2021), only when individuals develop these functions can they be integrated in the social environment. Skills such as self-awareness, self-regulation and self-control through inner attention can help children develop alternative strategies to manage their cognitive deficits and adapt in many different environments. With the rapid development of science, several medical and psychological methods have been proposed for the treatment of ADHD, which have contributed significantly to the control of symptoms. In the present work, alternative forms of intervention are investigated, such as video games, with virtual or augmented reality environments that aim to improve the quality of life of these children. Keywords. Attention Deficit Hyperactivity Disorder (ADHD), Social/Emotional Development, ICTs, Metacognition, Video Games, Virtual Reality, Augmented Reality 1. Introduction According to Drigas & Driga (2019), Attention Deficit Hyperactivity Disorder (ADHD) is a complex neurological disorder, which still lacks scientific data concerning its nature and treatment methods. Some factors, such as the family's socioeconomic status, the existence of a psychiatric disorder in the mother, or smoking and alcohol consumption during pregnancy, have been proved to play an important role. The main symptoms of ADHD are lack of attention and impulsivity, resulting from a malfunction in areas of the brain that control executive functions. These functions, such as memory and attention, lay the foundation for an individual's organizational skills, their ability to focus on tasks, control of emotions, and the ability to self- evaluate. In order to control the symptoms of ADHD, a therapy based on the development of cognitive and metacognitive skills is required. According to Drigas et al. (2021), cognitive and metacognitive skills evolve progressively via an individual's self-awareness of their strengths and weaknesses, their self-observation, self-regulation, adaptation and flexibility in diverse areas (cognitive, emotional, and behavioral), recognition, discernment and mindfulness. People with high social and emotional intelligence are capable of better self-monitoring, a skill that is necessary to control behavior in children with ADHD (Drigas & Papoutsi 2018). Emotional 159

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