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The Effectiveness of a Spatial Assistive Technology Training Tool for Children with ADHD
PROCEEDINGS

, , , Purdue University, United States

Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The authors hypothesized that the use of computer generated training as a method of assistive technology to enhance spatial ability is beneficial for students with ADHD and their resulting performance in geometry. To provide evidence toward this theory, the authors recruited seventh grade students with ADHD from local schools. The study assessed student responses to two different computer generated training sessions – static and dynamic conditions. Both conditions included the same text, but differed in dynamic condition; the graphics that are associated with dynamic instruction were animated (moving), whereas the static condition included graphics that were fixed. Preliminary findings and educational implications are discussed in the following contribution.

Citation

Kang, H., Mohler, J. & Zentall, S. (2009). The Effectiveness of a Spatial Assistive Technology Training Tool for Children with ADHD. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 905-909). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 18, 2019 from .

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