Crispino Tosto|Tomonori Hasegawa|Eleni Mangina|Antonella Chifari|Rita Treacy|Gianluca Merlo|Giuseppe Chiazzese
Exploring the effect of an augmented reality literacy programme for reading and spelling difficulties for children diagnosed with ADHD
Istituto per le Tecnologie Didattiche|University College Dublin|University College Dublin|Istituto per le Tecnologie Didattiche|Istituto per le Tecnologie Didattiche|Istituto per le Tecnologie Didattiche
abstract children diagnosed attention deficit hyperactivity disorder adhd experience variety difficulties related three primary symptoms hyperactivity inattention impulsivity common type adhd combination three symptom areas core symptoms may negatively impact academic social performance children throughout school life aha adhdaugmented project focused specifically impact digital technologies intervention literacy skills children participated pilot study diagnosed adhd prior intervention existing research shown augmented reality ar improve academic outcomes stimulating pupils attention aha project aimed implementing evidencebased intervention improve adhd childrens reading spelling abilities enhancement existing literacy programme ar functionality present paper reports preliminary findings pilot study aimed evaluating effectiveness aha system promoting acquisition literacy skills sample children diagnosed adhd compared literacy programme usual background information main characteristics difficulties related teaching learning process associated children diagnosed adhd first introduced design methodology aha project intervention also described preliminary findings shown aha project succeeded delivering ar solution within existing online literacy programme integrates set specific technologies supports interactive educational content services assessment feedback