A construção de um método para o desenvolvimento de um videogame para treino de controle inibitório para adolescentes com Transtorno do Déficit de Atenção e Hiperatividade

• Ano de defesa: 2016
• Autor(a) principal: Rivero, Thiago Strahler [UNIFESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Inhibitory control; Cognitive training; Videogame; Motivation; Development; Methodology; Controle inibitório; Treinamento cognitivo; Jogo digital; Motivação; Desenvolvimento; Metodologia
• Link de acesso: https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=3724617; http://repositorio.unifesp.br/handle/11600/47071

Introduction: videogames have been developed and applied for a variety of purposes beyond entertainment. The so-called serious games are being developed for the training of a number of behaviors and cognitive skills in patients with or without developmental disorders. Besides the motivational benefits and the engagement of participants to treatments, video games also brings the potential to collect a multitude of behavioral data in a fast and organized way, both for research and for clinical decision making. Several studies have brought to light the positive impacts of videogame use as an auxiliary tool for the treatment/training of cognitive skills such as attention, working memory, perception and executive functions in patients with Attention deficit hyperactivity disorder (ADHD). . Method: This study aimed to describe the process of creating a videogame for inhibitory control training, with an adequate usability and a high motivational level. The study involved the creation of an initial game prototype which employed both game development theory and cognitive theory about the functioning of inhibitory control. Later, five studies were carried out to refine the mechanics, dynamics and aesthetics of the game, both among experts game testers and game designers, as well as adolescents with and without ADHD. It was used a qualitative and quantitative method for evaluating usability and motivational elements. Results: The results indicated that the method was suitable for the construction of the game, carrying enough behavioral variability, usability and motivational elements. Futhermore the data collection system recorded correctly the participants performance during the inhibitory control training. The employment of adolescents with typical development allowed us to understand the importance of motivational engagement for inhibitory control training. ADHD patients learned how to control their behavior and how decrease the speed of responses during the game. Discussion: The methodology developed for the construction of the game involved several steps in the development and refinement of the game. The theoretical prototype that was developed went through five stages of development/evaluation, including the target population, adolescents, and patients with ADHD. At each stage, automaized data collected were performed, which allowed the change and the adequacy of the game to the theoretical model initially envisioned. It is suggested that to build games for the field of neuropsychology, an appropriate methodology must be followed, so that both the theoretical construct is inserted properly in the game, and the motivational and fun levels are achieved.