Potential Attempt to Treat Attention Deficit/Hyperactivity Disorder (ADHD) Children with Engineering Education Games

Abstract

Over the past two decades, interventions for children and adolescents with Attention Deficit/Hyperactivity Disorder (ADHD) have greatly increased, especially gamification interventions, which have become a focus of research. However, gamified intervention therapy is still in the research and development stage, and few ADHD treatment games have been widely promoted. In the context of new engineering education development, games have been shown to have educational potential, primarily to increase learner engagement and motivation. Although ADHD treatment games and engineering education (EE) games are two different research hotspots, they may have the same characteristics to prove that engineering education games can be directly used in intervention therapy for ADHD children. Therefore, the objective of this paper is to explore the correlation between treatment games and engineering education games for ADHD children and to explore the potential of EE games as a direct intervention for children with ADHD. This paper utilizes the bibliometric research method that draws upon the Web of Science database as a source of literature, to perform a keyword co-occurrence analysis using VOSviewer visualization software, determines important research structures, and themes, and qualitatively reviews the literature to reveal deeper insights. Subsequently, this paper employs augmented reality (AR) EE Game for experiments, and electroencephalography (EEG) to explore the potential of EE Game as a gamification intervention for ADHD children.