Electronic and video game use in children with Attention Deficit Hyperactivity Disorder and typical development

Abstract

In recent years, there has been an increase in the use of electronic devices and video games by children, while at the same time the rates of occurrence of Attention Deficit Hyperactivity Disorder (ADHD) have increased. The aim of this work is to examine the frequency of use of electronic devices by children with ADHD aged 7-15 years, the reasons for their preference and their views on electronic games. The study involved 45 children with ADHD and 51 children with typical development. The results showed that all children are involved in electronic games, but children with ADHD have electronic devices in their room and spend more time per day on electronic games compared to children of standard development. In addition, their preferences differ from those of children of typical development. For students with ADHD, technology is more of a means of escaping lessons, a way of having fun, and a means of social interaction than students of formal development. The findings of this study can be used to inform children and parents about the effects of long-term use of electronic games on concentration and attention, as well as the potential benefits of rational use of educational games.