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Gaming & Technology

Challenges

Technology Class

Gaming

ADHD boys tend to show a hyperfocus when playing video games, which is not evident in other tasks often. Although many myths do exist around ADHD being caused by gaming, but this is untrue. Gaming may heighten some ADHD symptoms, however, overall, the bigger risk lies around the risk of video game addiction. ADHD teen males gamers are at the highest risk of potential video game addiction compared to all other gamer groups (Mathews, Morrell, & Molle, 2019).

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Gaming can prove to have many positive and negative impacts on ADHD boys. If parents or educators notice changes in student behaviour, hygiene, eating habits, routines and other areas as a result of increased gaming that it may warrant some concern or intervention.

Gaming Concerns and Interventions

ADHD boys tend to show a hyperfocus when playing video games. Although many myths do exist around ADHD being caused by gaming, but this is untrue. Gaming may heighten some ADHD symptoms, however, overall, the bigger risk lies around the risk of video game addiction. ADHD gamers are at a higher risk compared to other games and within that sub-group, ADHD males are at the highest risk of video game addiction. If parents or educators notice changes in student behaviour, hygiene, eating habits, routines and other areas as a result of increased gaming that it may warrant some concern or intervention (Young, 2009).

With increased numbers of gamers across Canada, one can only issue that the impacts and ramifications on ADHD boys and their mental health correlated to gaming are of a very real concern. Only time will tell how much impact the role of increased gaming and technology use will have on ADHD boys given the acceleration of technology adoption in schools and the increase in the gaming industry worldwide.

Gaming Hours and ADHD Correlations

Playing games for 5 hours or more leads to the need for more health care services associated with self-esteem, self-perception, negative future outlook, bullying, lack of friends and a higher number of physician visits (Xiuyun, Ohinmaa and Veugelers, 2016). Similar symptoms were present for students who gamed for even an hour or less per day, however the frequency of services needs and challenges documents were lower. There is an increase in the number of video game players, despite the average age of the gamer is 34 years of age with not much of a gender difference in gamers (Williams, & Caplan, (2008). The commonality of gaming and an increase in players each year means that video game challenges and addiction are a real concern for ADHD boys.
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During COVID-19 and the shift to online education, there was a massive increase in video game playing. The amount of hours played will mean that the challenges faced by ADHD boys increased significantly during this time. Evidence from corporations revealing data around video hours, sales and even programs like twitch displaying increases in online viewership and steams are all signs that the gaming industry only continues to grow. As a result, the impacts and risks faced by ADHD boys are only more alarming.

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Gaming Positives for Boys with ADHD

  • Building online social relationships. Relationships built on their ability to play the game, as opposed to their social behaviour in society, so the social challenges faced by ADHD boys are reduced or not found online (Shute, & Ventura, 2013).

  • They can follow instructions, read and function using structure.

  • Develop time management skills through video games.

  • Engage in problem-solving, strategy and critical thinking activities or tasks.

  • There is an increase in the improvement in visual-spatial skills and hand-eye coordination

  • Building collaboration and teamwork skills through gameplay that is cooperative or online

Gaming Challenges for Boys with ADHD

  • ​Hyperfocus in gaming may cause them to lose connection with their roles and responsibilities as children and students (Mathews, Morrell, & Molle, 2019)

  • Effects on loss of sleep or appetite as a result of excessive gaming and staying up late.

  • May tend to display outbursts, tantrums or emotional challenges when facing a failure, loss or being removed from their gaming.

  • Prioritizing gaming over other responsibilities may also lead to boys lying about their time gaming and developing ways to continue gaming.

  • Gaming too much may result in less time spent with family, friends and more isolation.

  • Excessive gaming also may hold correlations to poor academic performance in school and losing connection with activities or hobbies once enjoyed.

Video Game Therapy and Treatment

Video game therapy is the use of video games that are specially designed for ADHD children. These games are set to be used as a form of therapy and are to be prescribed by a medical doctor and played within guidelines and parameters from duration, frequency and consultation after the playing.

 

Video game therapy has been researched for several years however one company in the United States is the first to have been given approval from the FDA to be used as a treatment for ADHD, EndeavourRX (Canady, 2020). 

Although the game is not a learning game, it functions in the same way to provide constant feedback, rewards and is focused on allowing children with ADHD to build social skills and develop their ability to develop soft social skills that are affected by their executive functioning. Using the game it will also tackle mental health and other challenges faced by ADHD children.

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Video game therapy is not a new area of research, however, the tenants being marketed within this new potential treatment and drug essentially are prevalent in many video games. One may argue that perhaps the development of learning games for ADHD boys or learners is a more needed area of research, development and growth.

References

Canady, V. A. (2020). FDA approves first video game Rx treatment for children with ADHD. Mental Health Weekly, 30(26), 1-7.

 

Mathews, C. L., Morrell, H. E., & Molle, J. E. (2019). Video game addiction, ADHD symptomatology, and video game reinforcement. The American Journal of Drug and Alcohol Abuse, 45(1), 67-76.

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Shute, V., & Ventura, M. (2013). Stealth assessment: Measuring and supporting learning in video games (p. 102). The mit press. Chicago  

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Williams, D., Yee, N., & Caplan, S. E. (2008). Who plays, how much, and why? Debunking the stereotypical gamer profile. Journal of computer-mediated communication, 13(4), 993-1018.

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Young, K. (2009). Understanding online gaming addiction and treatment issues for adolescents. The American journal of family therapy, 37(5), 355-372.

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