Information and Communication Technologies (ICT) and Pupils with Attention Deficit Hyperactivity Disorder (ADHD) Symptoms: Do the Software and the Instruction Method Affect Their Behavior?
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Solomonidou, C., Garagouni-Areou, F. & Zafiropoulou, M. (2004). Information and Communication Technologies (ICT) and Pupils with Attention Deficit Hyperactivity Disorder (ADHD) Symptoms: Do the Software and the Instruction Method Affect Their Behavior?. Journal of Educational Multimedia and Hypermedia, 13(2), 109-128. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/12868.
Journal of Educational Multimedia and Hypermedia
Volume 13, Issue 2, April 2004
Association for the Advancement of Computing in Education (AACE) Norfolk, VA
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The study investigated the effects of Information and Communication Technologies (ICT) use on pupils with Attention Deficit Hyperactivity Disorder (ADHD) symptoms. Nine Greek primary school pupils with ADHD symptoms and four others with no such deficit worked on a computer, either individually or collaboratively, once a week for a six-week period. The pupils worked on a series of activities especially developed for the study, with educational software and ICT environments of different types and features. It was found that specific characteristics of the educational software used by the pupils with ADHD symptoms stimulated their attention more than others did. Pupils with ADHD symptoms appeared to prefer reading short texts, watching short videos, and listening to short narration items when they work on the computer. Furthermore, significant differences were observed on those pupils' behavior and performance in learning tasks between individual and collaborative work.
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