Exploring the effect of an augmented reality literacy programme for reading and spelling difficulties for children diagnosed with ADHD

• DOI: 10.1007/s10055-020-00485-z
• Publication Date: 2020-11-24T15:07:54Z
• Authors: Crispino Tosto; Tomonori Hasegawa; Eleni Mangina; Antonella Chifari; Rita Treacy; Gianluca Merlo; Giuseppe Chiazzese
• Keywords: Spelling

Abstract Children diagnosed with attention deficit hyperactivity disorder (ADHD) experience a variety of difficulties related to three primary symptoms: hyperactivity, inattention and impulsivity. The most common type ADHD has combination all symptom areas. These core symptoms may negatively impact the academic social performance children throughout their school life. AHA (ADHD-Augmented) project focused specifically on digital technologies’ intervention literacy skills that participated in pilot study were prior intervention. Existing research shown augmented reality (AR) can improve outcomes by stimulating pupils’ attention. aimed at implementing an evidence-based children’s reading spelling abilities through enhancement existing programme AR functionality. present paper reports preliminary findings evaluating effectiveness system promoting acquisition sample compared as usual. Background information main characteristics teaching learning process associated are first introduced; design methodology also described. have succeeded delivering solution within online programme, which integrates set specific technologies supports interactive educational content, services, assessment, feedback.