Attention deficit hyperactivity disorder (ADHD) is a complex neurodevelopmental disorder whose symptoms are related to poor learning outcomes, low executive functioning and parental stress. e-Health applications aimed at enhancing cognitive processes and executive functions for ADHD are emerging technologies. The present work reviews Artificial Intelligence (AI)-powered applications developed for children with ADHD by highlighting their impact and scientific support. We considered both mobile and desktop applications. The first were selected from Google Play and Apple Store, whilst PCs applications were selected from online magazines devoted to ADHD. Related scientific studies were then identified through Google Scholar, PubMed, and APA PsycNET databases. Research results reveal a critical lack of scientific support for mobile applications, only 2 are supported; otherwise, PCs applications are supported by multiple studies, although with small samples. Some applications are provided with intelligent tutoring and self-paced learning activities, but more scientific studies are needed to test their effectiveness for supporting children with ADHD. In conclusion, these software are promising, however, there is still a paucity of scientific support, a crucial aspect when a tool is intended to improve specific difficulties of children with complex neurodevelopmental disorders. Copyright © 2019 for this paper by its authors.
Artificial Intelligence-powered cognitive training applications for children with attention deficit hyperactivity disorder: A brief review
Rega Angelo;
2019-01-01
Abstract
Attention deficit hyperactivity disorder (ADHD) is a complex neurodevelopmental disorder whose symptoms are related to poor learning outcomes, low executive functioning and parental stress. e-Health applications aimed at enhancing cognitive processes and executive functions for ADHD are emerging technologies. The present work reviews Artificial Intelligence (AI)-powered applications developed for children with ADHD by highlighting their impact and scientific support. We considered both mobile and desktop applications. The first were selected from Google Play and Apple Store, whilst PCs applications were selected from online magazines devoted to ADHD. Related scientific studies were then identified through Google Scholar, PubMed, and APA PsycNET databases. Research results reveal a critical lack of scientific support for mobile applications, only 2 are supported; otherwise, PCs applications are supported by multiple studies, although with small samples. Some applications are provided with intelligent tutoring and self-paced learning activities, but more scientific studies are needed to test their effectiveness for supporting children with ADHD. In conclusion, these software are promising, however, there is still a paucity of scientific support, a crucial aspect when a tool is intended to improve specific difficulties of children with complex neurodevelopmental disorders. Copyright © 2019 for this paper by its authors.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
