## 1 Introduction  
Attention-deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent attention, hyperactivity, and impulsivity that can impair daily functioning or development [1]. The prevalence of ADHD in school-age populations is estimated to be between 5% and 13%, with 3% to 7% of children in the United States diagnosed with ADHD [2]. To date, there is no single diagnostic tool available for ADHD,and diagnosis is typically based on a comprehensive assessment of patient behavior observations, clinical interviews with the patient, guardians, teachers, or other individuals, as well as the results of tests such as the Comprehensive Attention Test, ADHD Rating Scale, or Clinical Global Impression. These findings are then integrated to make a diagnosis according to the diagnostic criteria outlined in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) [3,4]. The causes of ADHD are believed to be multifactorial, involving genetic, biological, and environmental factors, although the exact etiology remains uncertain [5]. According to genetic studies, ADHD often occurs in families with a significant family history, and the frequency of occurrence is higher among twins or siblings. Additionally, it has been acknowledged that parenting styles, child habits, and environmental issues influenced by determination play a role [6]. Therefore, ADHD can be defined as a neurodevelopmental disorder marked by imbalances in brain function, including the frontal lobes, or immature brain development, which result in abnormalities in attention and behavioral control [7]. ADHD affects individuals throughout their life, with approximately 70% of patients suffering from symptoms that persist into adulthood [8]. ADHD in adulthood does not show hyperactivity; however, attention deficit and impulsiveness have several risk factors: anxiety, depression, and alcohol or substance disorders due to social difficulties, poor job performance, and poor self-esteem [9]. Considering the severity of ADHD, the early detection of symptoms and appropriate early treatment are crucial. However, patients often miss this treatment timing due to cost, time constraints, infectious diseases such as COVID-19, and prejudice against psychiatric treatment. Therefore, treatment methods that increase patient access are needed, which has led to a need for research on information and communication technology treatment methods using digital content. Currently, pharmacological and non-pharmacological interventions are common treatments for ADHD. According to research, pharmacological interventions using stimulant or non-stimulant medications effectively reduce the core symptoms of ADHD and improve social behaviors, with response rates in children reported at 70-80% [10]. Additionally, non-pharmacological therapies can enhance play and social occupational performance, as well as improve various interpersonal and emotional symptoms. However, the side effects of pharmacological treatments are significant considerations. These can be factors that render medication intolerable or diminish its effectiveness. Common side effects of medications vary slightly depending on the type but often include a decreased appetite, nausea or vomiting, headaches, dizziness, and insomnia [11]. Such side effects also limit positive social skill development in children. Therefore, many ADHD patients, and particularly guardians of children diagnosed with ADHD, are increasingly interested in non-pharmacological treatments that can either replace or supplement medication due to concerns about the side effects and anxiety associated with pharmacological therapies [12, 13, 14]. Currently, non-pharmacological treatments for ADHD include behavioral, music, art, and play therapy. However, there are limitations to applying non-pharmacological treatments, such as the time constraints of children and parents, and restrictions on group activities due to widespread infectious diseases like COVID-19 [15].