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Table 1 Feuerstein’s mediation categories

From: Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

Reciprocity M1. To find the meaning of the task and to be actively engaged in order to promote active responses
Transcendence M2. To generate new needs (precision, accuracy, new knowledge…)
Feeling of competence M3. To feel acknowledged, to acknowledge oneself, and to show it with positive stimuli
Meaning M4. To encourage meaningful questioning
Regulation of behavior M5. Discover ways of behaving according to sociocultural norms.
Sharing M6. To help them to argue their answers and to express their own ideas.
Psychological differentiation M7. To encourage convergent and divergent points of view and justify their answers.
Goal seeking and achieving M8. To increase flexibility, with new information to generate new responses.
Challenge of novelty M9. To acquire flexibility, to include new perspectives and generate new answers.
Change awareness M10. To facilitate a higher level of abstraction.
Search for optimistic alternatives M11. To anticipate the future using the situation in which the children have achieved their objectives.