Effect of Digital Technology-Based Interventions on Core Symptoms and Cognitive Function in Children With Attention-Deficit/Hyperactivity Disorder: Systematic Review and Meta-Analysis

Attention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder in children, characterized by core symptoms of hyperactivity, impulsivity, and inattention, in addition to cognitive impairments that compromise physical and psychological development. Digital technology-based interventions have emerged as a promising approach for ameliorating both core symptoms and cognitive impairments. However, a comprehensive evidence base supporting their efficacy is lacking.

This study aimed to systematically evaluate the effects of digital interventions on core symptoms and cognitive impairments in children with ADHD.

Web of Science, PubMed, EBSCOhost, and ProQuest were systematically searched using predefined inclusion and exclusion criteria. The risk of bias of the included studies was assessed using the revised Cochrane risk-of-bias tool for randomized trials. Effect sizes were pooled under a random-effects model, and heterogeneity across studies was evaluated using the I² statistic. Publication bias was assessed using Egger regression and Begg rank correlation tests. Subgroup analyses were performed to explore sources of heterogeneity across intervention type, age, intervention dosage, control group type, and outcome measurement tools. Sensitivity analyses were performed by switching from a random-effects model to a fixed-effects model to confirm the results' robustness.