Attention-deficit hyperactivity disorder (ADHD) affects 8% of children worldwide, making it one of the most prevalent neurodevelopmental disorders. Traditional treatments, such as pharmacological and behavioral therapies, often have limitations. This study examined the effects of game-based digital interventions on specific cognitive and behavioral functions in children with ADHD, guided by experiential learning theory (ELT). We utilized ELT to synthesize results from various studies on game-based digital interventions across three dimensions: behavioral, cognitive, and affective responses. ELT also provided a framework for categorizing the gaming elements and strategies embedded in each intervention, facilitating the transformation of experience into learning. The systematic review included randomized controlled trials (RCTs) that assessed game-based digital health interventions targeting ADHD symptoms in children and adolescents. Studies focusing on non-digital or non-game-based interventions were excluded. A search was conducted across Embase, CINAHL, Cochrane Library, ProQuest, PsycINFO, and PubMed, with the final search date of October 20, 2024. The risk of bias in the included studies was assessed following PRISMA guidelines using the RoB 2 tool. Studies were analyzed using fixed-effects or random-effects models based on heterogeneity. The final analysis included eight RCTs, most of which focused on the cognitive effects of game-based interventions for ADHD. The meta-analysis revealed that game-based interventions significantly improved cognitive functions: (a) visuospatial short-term memory, as measured using the Corsi Block Tapping Task Forward (mean difference = 0.67; 95% confidence interval = [0.25, 1.10]), and (b) visuospatial working memory, as measured using the Corsi Block Tapping Task Backward (mean difference = 0.47; 95% confidence interval = [0.05, 0.89]). However, effects on behavioral aspects such as inhibition and monitoring, assessed using the BRIEF, were not statistically significant, suggesting limited behavioral improvement following the interventions. This study integrates the strategies and effects of game-based digital interventions for children and adolescents with ADHD within the ELT framework, highlighting the need to develop interventions that address not only cognitive deficits but also emotional and social challenges.
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