Computerassisted learning for improving ADHD individualsxe2x80x99 executive functions through gamified interventions: A review Abstract   ComputerAssisted Learning (CAL), specifically gamified interventions, is a promising intervention for people suffering from AttentionDeficit Hyperactivity Disorder (ADHD) in terms of improving their life behavior, academic achievement, and selfcontrol. Most of the studies showed improvement in ADHD individualsxe2x80x99 engagement and motivation along with other skills the game targeted. They emphasized the importance of applying gamified interventions based on theoretical concepts. There is no survey that focuses on ADHD in relation to SG; this paper presents attempts to fill this gap. Using a literature review, this paper investigated the effects of Serious Games (SGs) on ADHD. Based on the analysis of several studies, this paper concludes that gamified intervention is a promising learning technique for improving the Executive Functions (EFs) for ADHD individuals; it can be used as a nonmedical treatment alternative. This paper concludes with some recommendations for game creators.

No Touch Pig!: Investigating ChildParent Use of a System for Training Executive Function Strengthening early executive function (EF) skills has the potential to improve an individualu0027s quality of life throughout their lifetime, a fact that has led to many EFtraining suites. In this work, we empirically investigate how children and parents engaged with Cookie Monsteru0027s Challenge (CMC), a tablet game designed to train EF in preschoolers. Through analysis of childparent coplay with CMC, we describe childrenu0027s and parentsu0027 thematic behaviors, documenting their effective and ineffective strategies for engaging with the game, particularly when it challenged childrenu0027s EF skills. We further show that these behaviors led to a small but significant shortterm increase in an unrelated EF task. Drawing on these patterns of interaction, we propose design directions for EF training interfaces, such as increasing contextual relevance and specific forms of scaffolding. Our work is the first illustration of how preschoolers exercise their EF and inhibitory control by collaboratively using a commercial tablet app together with a parent.