علی زینالی - Dept. of Psychology, Urmia Islamic Azad University, Urmia, Iran
احمد سوری - Dept. of Psychology, Disciplinary Sciences University, Tehran, Iran
جمال عاشوری - Dept. of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

Background and Objective: While it is proclaimed that computer games function as a new therapy method via regulating electroencephalographic (EEG) abnormalities by sustaining attention and organization in students suffering from attention deficit disorder, the current study was a further endeavor to verify this impression. Materials and Methods: In this queasy-experimental study with a pre-test and post-test design, all elementary students with attention deficit disorder referred to the counseling centers of Gharchak city in ۲۰۱۴ were entered and through available sampling method, ۳۰ of the students were selected and were randomly assigned to two groups of the control and experimental whose subjects received instruction on computer games for ۱۲ sessions each ۶۰ minutes in duration. Computer-based tests of CPT and Tower of London were the instruments employed for the measurement of attention sustaining and organization, respectively. Consequently, the collected data was fed to SPSS-۱۹ software and analyzed using   multivariate analysis of covariance (MONCOVA) method. Results: Mean and standard deviation of sustaining attention and organization ability prior to the intervention in the computer game group was ۱۲۴/۹۷±۹/۶۴ and ۱۸/۳۹±۲/۶۷, respectively, which extended to ۱۴۳/۶۶±۱۱/۷۰ and ۲۷/۵۱±۳/۲۴ subsequent to the intervention. In the meanwhile, computer games method significantly augmented sustaining attention and organization ability in students with attention deficit disorders (P<۰/۰۵). Conclusion: The results of this study advocate that the computer games can recuperate for students’ attention deficit disorders and increase their sustaining attention and organization ability.

Keywords: Computer games, Sustain attention, Planning, Attention deficit disorder