The Impact of Game-Based Task-Shifting Training on Motivation and Executive Control in Children with ADHD

Abstract

Children diagnosed with ADHD show pronounced impairments in both “cold” executive and “hot” motivational control. Importantly, recent cognitive training studies suggested that practice in shifting between competing tasks in alternating runs can promote executive control functioning in ADHD children and may especially in a motivationally enriched training setting, such as by adding video game elements. The aim of the present study was to examine how a game-based training environment influences motivational variables, such as training willingness (i.e., voluntary motivation) and behavioral inappropriateness (i.e., involuntary drive), as well as executive control during a cognitive training invention (a task-shifting training) in children with ADHD. Therefore, children diagnosed with the ADHD combined subtype were trained in either a low-(LowMot) or a high-motivational (HighMot) training setting. Results revealed that the HighMot-setting compared to the LowMot-setting (1) led to higher voluntary motivational control, but also to more behavioral inappropriateness and (2) did in turn not enable larger performance improvements in task shifting. The lacking incremental benefit from a HighMot training setting on cognitive performance will be discussed in the light of notions on an adequate arousal-performance relationship. Based on these findings, directions for future training interventions in ADHD children will be discussed.