Uso de interface cérebro-computador e jogo digital na avaliação de aspectos cognitivos de estudantes do ensino fundamental com TDAH

• Ano de defesa: 2023
• Autor(a) principal: Costa, Nayara Magda Gomes Barbosa da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: interface cérebro-computador; competências cognitivas; saúde mental; Interface cérebro-computador; Competências cognitivas; Saúde mental; Brain-computer interface; Cognitive skills; Mental health; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
• Link de acesso: http://repositorio.ufc.br/handle/riufc/74794

At school, research has shown that Attention Deficit Hyperactivity Disorder (ADHD) is considered a risk factor for poor performance and most students with this disorder have learning problems. The difficulty in paying attention of students with ADHD leads to unsatisfactory learning and school performance, which can lead to personal, family and educational conflicts. The sooner ADHD is detected and treated, the better the child's chances of succeeding in school and in other areas of life. A tool that has been used to help detect and treat children with ADHD is the Brain-Computer Interface (BCI). Cognitive training games via BCI can help students with ADHD improve their attention span and concentration. In this context, this master's research aimed to build and evaluate a computerized cognitive test, through a digital game and an ICC, that would allow the identification and analysis of differences between the cognitive performances achieved by students with and without ADHD. An experimental study with a quali-quantitative approach was carried out with a sample composed of 20 children and/or adolescents aged between 8 and 15 years, divided into two groups of 10 people, with and without ADHD. As for the analysis procedures, an anamnesis was initially performed through a semi structured interview with each participant. Next, neuropsychological tests were applied to assess the student's cognitive level and, shortly after, the ICC associated with the digital game was used. The complete session lasted around 40 minutes, with approximately 8 for using the system itself and the remainder for preparing the environment, the participant and neuropsychological tests. To evaluate and analyze the performance of the groups, the following variables were taken into account: test duration in minutes (DT); number of times unfocused (DV); number of wrong answers (RE); number of unanswered items (NR); points in phase 1 (PF1); points in phase 2 (PF2); points in phase 3 (PF3); total failures (TI) and percentage failures (P). The results collected on the use of the game showed that students without ADHD had superior performance in 8 of the 9 analyzed criteria. From a statistical point of view, the variables NR, PF1, PF3, TI and PI showed significant diferences. In the case of the variables DV, RE and PF2, although the ADHD group had a lower performance, there was no statistically significant difference between the two evaluated groups. In addition, the applied neuropsychological tests showed statistical differences, confirming the classification of participants in their respective groups (with and without ADHD). The behavior of brain waves during the use of the game by all participants was also analyzed, with results consistent with the literature in the area. For students without ADHD, the highest average percentages were found in Beta and Theta waves, followed by Alpha, Gamma and Delta. As for participants with the disorder, Theta and Alpha waves had the highest average percentages, followed by Beta, Delta and Gamma waves. After analyzing this study, it is possible to admit that the constructed solution presented important results in the sense of placing itself as an auxiliary tool for the detection and even in the treatment of ADHD.