@Article{info:doi/10.2196/36390，作者=“Zhang, Melvyn and Ranganath, Vallabhajosyula”，标题=“儿童注意缺陷/多动障碍的情绪偏差修正:共同设计研究”，期刊=“JMIR Form Res”，年=“2022”，月=“Dec”，日=“9”，卷=“6”，数=“12”，页=“e36390”，关键词=“情绪偏差”;认知偏差;注意缺陷/多动障碍;多动症;背景:注意缺陷/多动障碍(ADHD)是一种常见的神经发育障碍。患有多动症的儿童通常在情绪调节方面有困难。以往的研究利用视觉探测任务对潜在的情绪偏见进行了评估。然而，视觉探测任务的一个重要限制是它要求很高，并且随着时间的推移而重复。先前的研究已经检验了游戏化方法在解决情感偏见视觉探测任务的局限性方面的使用。人们也越来越认识到参与性行动研究方法的潜力，以及它如何有助于使概念化的干预措施更切合实际。 Objective: The primary aim of this study was to collate health care professionals' perspectives on the limitations of the existing visual probe task and to determine if gamification elements were viable to be incorporated into an emotional bias modification task. Methods: A co-design workshop was conducted. Health care professionals from the Department of Development Psychiatry, Institute of Mental Health, Singapore, were invited to participate. Considering the COVID-19 pandemic and the restrictions, a web-based workshop was conducted. There were 3 main phases in the workshops. First, participants were asked to identify limitations and suggest potential methods to overcome some of the identified limitations. Second, participants were shown examples of existing gaming interventions in published literature and commercial stores. They were also asked to comment on the advantages and limitations of these interventions. Finally, participants were asked if gamification techniques would be appropriate. Results: Overall, 4 health care professionals consented and participated. Several limitations were identified regarding the conventional emotional bias intervention. These included the nature of the task parameters, included stimulus set, and factors that could have an impact on the accuracy of responding to the task. After examining the existing ADHD games, participants raised concerns about the evidence base of some of the apps. They articulated that any developed ADHD game ought to identify the specific skill set that was targeted clearly. Regarding gamification strategies, participants preferred economic and performance-based gamification approaches. Conclusions: This study has managed to elucidate health care professionals' perspectives toward refining a conventional emotional bias intervention for children with ADHD. In view of the repetitiveness of the conventional task, the suggested gamification techniques might help in influencing task adherence and reduce the attrition rates. ", issn="2561-326X", doi="10.2196/36390", url="https://formative.www.mybigtv.com/2022/12/e36390", url="https://doi.org/10.2196/36390", url="http://www.ncbi.nlm.nih.gov/pubmed/36485019" }