Interactive avatar boosts the performances of children with attention deficit hyperactivity disorder in dynamic measures of intelligence

This study examined both children with attention deficit hyperactivity disorder (ADHD) and typically developing
students in dynamic measures of intelligence through the use of a virtual avatar. Three conditions were
compared: in the first condition, the avatar simply gave the instructions; in the second condition, the avatar
presented the instructions and gave feedback on the attention of the learner; in the third condition, the avatar
was not presented. Results indicated that ADHD subtypes do not differ in problem solving and the interactive
avatar improved the performance of groups with ADHD in the dynamic intelligence test. Overall, these results
support the hypothesis that the function of regulation and feedback of the avatar improve the attention process
and, consequently, boosts performance