Full ADHD Health Literacy Game: Identification with the Game’s Main Character

Abstract

This study examined how 12 students (eight were females) participating in a special education course experienced the Full ADHD game. The game aims to provide insights into the lived experiences of individuals with ADHD. Full ADHD is a story-driven game that engages the player in the life of the game's main character, who has recently been diagnosed with ADHD. Playing the game takes about 70 minutes. We examined how identification with the game’s main character manifested in students’ experiences and what factors may have supported or hindered students’ identification. Data was collected through a semi-structured interview that lasted from 28 to 59 minutes. We employed theory-driven content analysis and inductive procedures to reflect the data. The analysis revealed all three components of character identification: cognitive (adopting character’s perspective), motivational (adopting characters goals), and emotional (adopting character’s emotions). Additionally, some students engaged in self-oriented playing or reported detachment. We found several factors that may have supported (e.g., experiencing the similarity) or hindered (e.g., mismatches with the character) the identification with the main character. Some students identified more strongly with the main character than others, and the intensity of identification varied during the playing experience. Story-driven games may have potential to increase understanding of lived experiences of individuals with ADHD.