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Table 2 Sources, methods, and times for collecting data

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

Step When implemented Participants Methodology and Tools Role of researchers Purpose
1 Throughout the 3-month period. 27 children with ADHD. Participant observation noted in a field diary. Four researchers observed the process and took specific notes without interfering in any way To analyze the technical operation and programming of the game and assess the relationships, mediation processes, and communicative dynamics.
2 In the middle of the study 1 education expert (EE), 1 computer engineer (CE), 2 educators
(E4, E5)
Interdisciplinary focus group I, with open questions. Two researchers organized and led the discussion group. To discuss to what extent the guidance offered by the game helped the children understand it, and to analyze the interactions between children, educators and the game.
3 At the end of the study 3 educators (E1, E2, E3) Interviews with open questions Two researchers interviewed the educators. To inquire about the support required to enhance the children’s cognitive processes, the role of mediators, and how the games work.
4 At the end of the study 1 education expert (EE), 1 computer engineer (CE), 3 educators (E4, E5, E6), 1 psychologist Interdisciplinary focus group II, with open questions. Two researchers organized and led the discussion group. Participants discussed the benefits of the game in terms of improving learning, cognitive processes, and commitment.