Computer-Assisted Learning (CAL), specifically gamified interventions, is a promising intervention for people suffering from Attention-Deficit/ Hyperactivity Disorder (ADHD) in terms of improving their life behavior, academic achievement, and self-control. Most of the studies showed improvement in ADHD individuals’ engagement and motivation along with other skills the game targeted. They emphasized the importance of applying gamified interventions based on theoretical concepts. There is no survey that focuses on ADHD in relation to SG; this paper presents attempts to fill this gap. Using a literature review, this paper investigated the effects of Serious Games (SGs) on ADHD. Based on the analysis of several studies, this paper concludes that gamified intervention is a promising learning technique for improving the Executive Functions (EFs) for ADHD individuals; it can be used as a non-medical treatment alternative. This paper concludes with some recommendations for game creators.

计算机辅助学习（CAL），特别是游戏干预，对于改善注意力缺陷/多动症（ADHD）的人的生活行为，学习成绩和自我控制而言，是一种很有前途的干预措施。大多数研究表明，注意力缺陷多动症个体的参与和动机以及游戏所针对的其他技能得到改善。他们强调了基于理论概念进行游戏化干预的重要性。没有针对SG的ADHD调查。本文提出了填补这一空白的尝试。通过文献综述，本文研究了严重游戏（SGs）对多动症的影响。根据对多项研究的分析，本文的结论是，游戏化干预是改善多动症患者执行功能的一种有前途的学习技术。它可以用作非医疗替代方法。本文最后为游戏创作者提供了一些建议。