Computational Technologies in Supporting Learning for Individuals with ADHD: A Systematic Literature Review
DOI:
https://doi.org/10.5753/rbie.2024.4005Keywords:
Attention Deficit Hyperactivity Disorder, Computer Technologies, Apprenticeship, Teaching, Systematic MappingAbstract
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, restlessness, and impulsivity, which manifests in childhood and may persist into adulthood. Learning difficulties associated with ADHD usually appear in the early years of schooling and persist throughout the academic trajectory, resulting in low performance. The literature presents attempts to map, in different contexts, the existing technological resources to contribute to the learning of individuals with ADHD. However, due to the rapid evolution of technology and the diversity of approaches in use, this article presents a current and comprehensive overview of these solutions, with an emphasis on their approaches and technologies. To this end, a Systematic Mapping was carried out, following guidelines from well-established guides in the academic environment. The present study evaluated 42 (forty-two) articles from a total of 1644 (one thousand six hundred and forty-four) candidate studies. The results obtained in this study indicate the majority use of solutions based on educational games with an emphasis on technologies designed for mobile device platforms. In addition, the quantitative data focus on studies aimed at elementary school level. Another aspect observed is the prevalence of multidisciplinary teams in the validation of proposals aimed at children. The results also point to problems related to the sample space in relation to the validation of the proposals and the number of participants evaluated in the case studies. It is believed that the results obtained in this study can not only complement the existing body of knowledge, but also expand the literature by identifying gaps for future research, such as (i) the lack of studies focused on ADHD in adulthood, (ii) the scarcity of investigations that address the training of education professionals for the implementation of technologies and (iii) the need to expand the sample spaces for the purpose of generalizing the results.
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