000097439 001__ 97439
000097439 005__ 20230622083318.0
000097439 0247_ $$2doi$$a10.1186/s41039-020-00144-6
000097439 0248_ $$2sideral$$a121737
000097439 037__ $$aART-2020-121737
000097439 041__ $$aeng
000097439 100__ $$0(orcid)0000-0002-7439-8459$$aComa-Rosellé, T.$$uUniversidad de Zaragoza
000097439 245__ $$aMediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)
000097439 260__ $$c2020
000097439 5060_ $$aAccess copy available to the general public$$fUnrestricted
000097439 5203_ $$aThe PASS intelligence theory (Planning, Attention-Arousal, Simultaneous and Successive) was used together with Feuerstein’s mediation model to develop a system of categories for mediation in educational games. This system was used to analyze and improve the design of interactive games that can enhance mediation in learning, particularly in children with attention deficit hyperactivity disorder (ADHD). To this end, interactive games designed for a tabletop device were evaluated within an educational context. 27 children (3–14 years old), who had been diagnosed with ADHD, took part. The tabletop has an intuitive system that allows children to interact directly with objects with which they are familiar, providing opportunities for play and communication. These games were evaluated by the participant observation of individual and group playing experiences, interviews, and two focus groups. The results show that mediation recommendations can be useful in the design of the games. They also confirm the need to improve the adaptability of the games to enable children with ADHD to mediate, plan, and focus their attention. With the aid of a facilitator, the mediating function of learning-games can therefore be applied in the development of the executive functions that are key to learning.
000097439 536__ $$9info:eu-repo/grantAgreement/ES/MCIU-AEI-FEDER/RTI2018-096986-B-C31$$9info:eu-repo/grantAgreement/ES/DGA/S49-20R$$9info:eu-repo/grantAgreement/ES/DGA-FEDER/T60-20R-AFFECTIVE LAB$$9info:eu-repo/grantAgreement/ES/DGA-FEDER/Construyendo Europa desde Aragón
000097439 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000097439 592__ $$a0.817$$b2020
000097439 593__ $$aEducation$$c2020$$dQ1
000097439 593__ $$aSocial Psychology$$c2020$$dQ1
000097439 593__ $$aMedia Technology$$c2020$$dQ1
000097439 593__ $$aManagement of Technology and Innovation$$c2020$$dQ1
000097439 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000097439 700__ $$0(orcid)0000-0002-4294-2982$$aBlasco-Serrano, A.C.$$uUniversidad de Zaragoza
000097439 700__ $$0(orcid)0000-0002-6247-6990$$aGarrido Laparte, M.Á.$$uUniversidad de Zaragoza
000097439 700__ $$0(orcid)0000-0002-8118-1012$$aAguelo Arguis, A.$$uUniversidad de Zaragoza
000097439 7102_ $$14009$$2740$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicología Social
000097439 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000097439 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000097439 7102_ $$14001$$2805$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Teoría e Histª. Educación
000097439 773__ $$g15, 1 (2020), 25 [20 pp]$$tResearch and Practice in Technology Enhanced Learning$$x1793-7078
000097439 8564_ $$s566141$$uhttps://zaguan.unizar.es/record/97439/files/texto_completo.pdf$$yVersión publicada
000097439 8564_ $$s45701$$uhttps://zaguan.unizar.es/record/97439/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000097439 909CO $$ooai:zaguan.unizar.es:97439$$particulos$$pdriver
000097439 951__ $$a2023-06-21-15:02:48
000097439 980__ $$aARTICLE