97439 20230622083318.0 doi 10.1186/s41039-020-00144-6 sideral 121737 ART-2020-121737 eng Coma-Rosellé, T. Universidad de Zaragoza (orcid)0000-0002-7439-8459 Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD) 2020 Access copy available to the general public Unrestricted The 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. info:eu-repo/grantAgreement/ES/DGA-FEDER/Construyendo Europa desde Aragón info:eu-repo/grantAgreement/ES/DGA-FEDER/T60-20R-AFFECTIVE LAB info:eu-repo/grantAgreement/ES/DGA/S49-20R info:eu-repo/grantAgreement/ES/MCIU-AEI-FEDER/RTI2018-096986-B-C31 info:eu-repo/semantics/openAccess by http://creativecommons.org/licenses/by/3.0/es/ 0.817 2020 Education 2020 Q1 Social Psychology 2020 Q1 Media Technology 2020 Q1 Management of Technology and Innovation 2020 Q1 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Blasco-Serrano, A.C. Universidad de Zaragoza (orcid)0000-0002-4294-2982 Garrido Laparte, M.Á. Universidad de Zaragoza (orcid)0000-0002-6247-6990 Aguelo Arguis, A. Universidad de Zaragoza (orcid)0000-0002-8118-1012 4009 740 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicología Social 4001 625 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Métod.Invest.Diag.Educac. 4009 735 Universidad de Zaragoza Dpto. Psicología y Sociología Área Psicolog.Evolut.Educac 4001 805 Universidad de Zaragoza Dpto. Ciencias de la Educación Área Teoría e Histª. Educación 15, 1 (2020), 25 [20 pp] Research and Practice in Technology Enhanced Learning 1793-7078 566141 http://zaguan.unizar.es/record/97439/files/texto_completo.pdf Versión publicada 45701 http://zaguan.unizar.es/record/97439/files/texto_completo.jpg?subformat=icon icon Versión publicada oai:zaguan.unizar.es:97439 articulos driver 2023-06-21-15:02:48 ARTICLE