## 4 Discussion  
This study aimed to assess the efficacy of game-based digital content, a form of ADHD medication-assisted therapy, in enhancing attention in children with ADHD using the K-WISC-V (PSI). PSI gauges the ability of an individual to process information and respond appropriately within a limited time. Concerning the four hypotheses, for H1, no significant difference was found in the symbol writing categories in the control and experimental groups, but a significant difference was found in homotype search, conversion score sum, and indicator score. Regarding H2, significant between-group differences were found in the K-WISC-V score. Although the \(p\)-value for the symbol writing item was 0.056, showing non-significance, the \(p\)-value was lower than those at baseline and week 2, showing a possibility for experimentation. No significant difference in homotype search was found between baseline and week 2, but a significant difference was noted at week 4. The sums of the converted and index scores showed significant differences in the 4 th week, and H3 and H4 were rejected. Therefore, the study results indicate that the experimental group showed higher K-WISC-V scores after 4 weeks of the experimentation, demonstrating improvement in decision-making ability and overall cognitive processing speed compared to the control group. These results provide evidence that PSI is a significant predictive indicator of diminishing ADHD symptoms in children. We also observed that the developed game-type digital content could improve the children's concentration and cognitive function. Randomized controlled trials have been conducted on children with ADHD aged between 5 and 12 years using game-type digital therapy, such as virtual reality (VR) [35; 36]. The children who participated in this study exhibited diminished ADHD-related hyperactivity and impulsiveness and high compliance at the end of treatment [37]. In various digital therapy studies involving mobile and tablet PCs and VR, the therapy through games was advantageous owing to its ability to apply real-time monitoring and at-home treatment. In particular, the therapy can be considered a temporal and spatial adjuvant therapy to compensate for the inconvenience of visiting hospitals for pharmacological treatment [38]. This study has limitations due to its relatively short research period. The value of this study can potentially be increased if the improvement in attention and cognitive function according to the child's growth period is confirmed through large-scale, long-term research. In addition, because ADHD is accompanied by other mental illnesses such as conduct disorder and tic disorder, there is a limitation in that there was no analysis of ADHD comorbidities for the children who participated in this study. Therefore, in the future, we plan to access more quantitative data by analyzing participants' medical records for full evaluation [39]. The reliability of the program is very important because the computer-based ADHD digital therapy aids in training and learning through the content displayed on the screen. Therefore, the program is a valuable tool for evaluating diagnostic values such as brain nerve response and visual quantitative expression. Future clinical trials that directly show visual and quantitative factors are required. Additionally, in future research, we intend to analyze the comorbidities of participating children and verify the effectiveness of this therapy in treating mental disorders apart from ADHD [40]. In general, improving the situation by applying a game format is primarily about motivating the subject, and its effectiveness is more pronounced in younger individuals [41]. While the motivation of the game can be initially increased, maintaining, continuing, or enhancing motivation for the desired purpose presents another challenge that cannot be solely addressed by the game itself.