Executive function: Neuro-exergaming for ADHD with iPACES in a college sample

Attention-deficit/hyperactivity disorder (ADHD) is a common disorder typically diagnosed around childhood with almost 10% of children being diagnosed in 2019 (CDC, 2022). Students with this neurodevelopmental disorder often have difficulty paying attention and concentrating on one thing at a time. In addition, students with this disorder often act in a compulsive manner and have trouble managing their energetic tendencies. This study aims to follow-up on prior promising research combining alternative interventions of physical and mental exercise to see if the findings might also be found within college students with and without ADHD. An interactive neuro-exergaming device, involving both physical exercise and mental tasks, called iPACES (interactive Physical and Cognitive Exercise System) has been used to promote higher executive functioning. This intervention has been studied with older adults who may be experiencing memory loss and other cognitive challenges. Anderson-Hanley et al. (2018) involving iPACES found that using this interactive device improved executive functioning. It has been hypothesized that it can also improve executive functioning in other neuropsychological disorders, such as ADHD (youth pilot by Pachla, 2023), and this study extends to a college sample. The iPACES pedal-n-play intervention was administered to participants for a 20 minute single bout. To test executive functioning, participants were given several different cognitive tests before and after the iPACES intervention (Digits backwards, Trails B, Stroop interference). It was hypothesized that in general students would improve executive functioning after the intervention, and that students with ADHD would have greater improvement. The preliminary results of this study have shown that participants have significantly increased executive functioning on 2 out of the 3 tests given before and after the iPACES intervention. Further analyses will be conducted to determine if there is a significant difference in the normative sample versus the ADHD sample and whether some factors (e.g., coin distractors during the game), enhance or detract from a main effect.