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Research and Practice in Technology Enhanced Learning
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Correction to: Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

Research and Practice in Technology Enhanced Learning volume 16, Article number: 2 (2021) Cite this article

The Original Article was published on 01 December 2020

Correction to: Research and Practice in Technology Enhanced Learning 15, 25 (2020)

https://doi.org/10.1186/s41039-020-00144-6

In the original publication of this article (Coma-Roselló et al., 2020), there is a typo in the name of the first author. The correct name of the author Teresa Coma-Roselló rather than Teresa Coma-Rosellé. The original publication has been corrected.

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Authors and Affiliations

  1. Department of Educational Sciences, University of Zaragoza, C/Pedro Cerbuna, 12 (Campus San Francisco), 50009, Zaragoza, Spain

    Teresa Coma-Roselló, Ana Cristina Blasco-Serrano & Antonio Aguelo Arguis

  2. Department of Psychology, University of Zaragoza, Zaragoza, Spain

    María Ángeles Garrido Laparte & Antonio Aguelo Arguis

Authors
  1. Teresa Coma-Roselló
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  2. Ana Cristina Blasco-Serrano
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  3. María Ángeles Garrido Laparte
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  4. Antonio Aguelo Arguis
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Corresponding author

Correspondence to Ana Cristina Blasco-Serrano.

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Coma-Roselló, T., Blasco-Serrano, A.C., Garrido Laparte, M.Á. et al. Correction to: Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD). RPTEL 16, 2 (2021). https://doi.org/10.1186/s41039-021-00146-y

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  • DOI: https://doi.org/10.1186/s41039-021-00146-y