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Abstract
Students with ADHD struggle to task switch in academic settings. The purpose of this study was to investigate the relationship effects of participants with ADHD and interactivity within video games. College students diagnosed with attention deficit hyperactivity disorder (ADHD) and typically developing (TD) students were recruited from a midwestern university and were randomly assigned to participate in either interactive (INT) or non-interactive (NON-INT) video game conditions. After participating in the INT or NON-INT conditions, participants completed a continuous performance task (CPT) to test for inattentiveness, impulsivity and sustained attention. Although ADHD and TD participants both performed better in interactive conditions, interactivity overall for both ADHD and TD groups was not statistically significant. Further investigation is needed to determine the cause behind better performances for those who participated in interactive conditions.
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