Attention deficit hyperactivity disorder and technology in the classroom 1

Margaret Beyer

Amy Trainer

Towson University

EDU 605: Informing Educational Practice to Effect Change

Dr. Rebecca Shargel

December 8, 2021
Attention deficit hyperactivity disorder and technology in the classroom 2

Abstract

Many students have been diagnosed with attention deficit disorder. Having students who are
easily distracted in the classroom can cause issues with classroom management. With technology
becoming more prevalent in today’s classrooms, many ask how technology can be beneficial to
students in the classroom rather than a distraction. Research shows that technology improves
classroom behavior, promotes learning, and improves memory and executive functioning skills
for students with attention deficit disorder. The research conducted in this paper shows that
incorporating technology is very beneficial for students who have attention deficit disorder. This
paper explores different applications and gaming tools that show benefits in the classroom.
Attention deficit hyperactivity disorder and technology in the classroom 3

Visual Map
Attention deficit hyperactivity disorder and technology in the classroom 4
Attention deficit hyperactivity disorder and technology in the classroom 5
Attention deficit hyperactivity disorder and technology in the classroom 6

Literature Review

Introduction

In what ways can technology be beneficial to students in the classroom who have

attention deficit hyperactivity disorder. According to the CDC, over six million school-aged

children have been diagnosed with attention deficit hyperactivity disorder. With many school-

aged students diagnosed with attention deficit hyperactivity disorder and the rise of technological

distractions, such as cellphones, teachers wonder how they can accommodate students in the

classroom. Researchers completed several studies to investigate how technology can be used in

the classroom as well as at home. Studies have shown that technology in the classroom improves

student behavior, promotes learning, and improves memory and executive functioning skills.

Improving Classroom and Home Behavior

Students with attention deficit hyperactivity disorder (ADHD) often lack self-control over

their behaviors. These behaviors can often overlap from home to classroom and vice versa.

ADHD affects children’s quality of life significantly: for example, seventy percent of third

graders with ADHD reported no close friends in one study (Sonne et al., 2016). To assist

teachers, parents, and students, various assistive technology devices have been researched to

positively change the behavior and executive functioning skills of students with ADHD.

One mixed-method study in Denmark studied MOBERO, a mobile tool installed on a

smartphone to establish healthy bedtime and morning routines with families and reinforce

executive functioning skills; this device assists children and parents as well, as it notifies parents

fifteen minutes before bedtime that they should soon begin the bedtime routine (Sonne et al.,

2016). Parents are responsible for getting items ready for their children to begin the bedtime

routine for the children to get optimal sleep. After parents complete their portion of the bedtime
Attention deficit hyperactivity disorder and technology in the classroom 7

routine, the child will receive a fifteen-minute countdown clock on the MOBERO application.

The device gives icons and text that guides a student through bedtime activities. The child

receives stars based on their progress for the morning and evening routines. Students view the

activity they need to complete, the time allowed, and the time lapsed. ADHD students often lose

track of time by being distracted, so this feature keeps them on time and gives them the

autonomy to manage their own time with reminders from parents (Sonne et al., 2016). Sonne et

al.’s found that families who participated in this study reported improved morning and evening

routines and less frustration. Parents reported that their child embraced MOBERO very quickly

and that it became some help for the child to comprehend the activities around the morning and

bedtime routines (Sonne et al., 2016).

Rewards, both virtual and tangible, are effective motivators. Many students with ADHD

suffer from low self-esteem and self-worth, but achievements could be visible for themselves,

family, and friends by using rewards (Sonne et al., 2016). For this study, some rewards were

built around family time; for example, if a child earned a reward, the reward would be used to

build child-parent relationships by playing a game, crafting, or building an item. Overall, this

study showed that using MOBERO significantly reduced the frustration level of parents, and

children’s ADHD symptoms and sleep habits improved. Furthermore, the quality of life for

families and children with ADHD improved by supplementing medical treatments with assistive

technology (Sonne et al., 2016). Additionally, one month after Sonne et al.’s (2016) study was

conducted, the same researchers conducted a second study that followed four of the original

families for four weeks. Some families reported that their children were keeping up with the

routine in the absence of the MOBERO. Still, others reported that their children could not sustain

the morning and bedtime routines without the application. In addition, parents felt that the
Attention deficit hyperactivity disorder and technology in the classroom 8

routines and directions were more clearly explained by using the device. Overall, one month

after the initial study, the MOBERO application instilled more routines for morning and bedtime

and felt MOBERO positively impacted their families; in addition, using technology like

MOBERO can reduce the symptoms of ADHD and be used as a tool to improve executive

functioning (Sonne et al., 2016).

Sometimes, teachers can struggle with classroom management skills, especially when it

comes to students with ADHD staying at their desks. A student who is constantly up and moving

around in a classroom can cause a significant distraction. In recent studies, using high-tech

commercial products in combination with software technology was shown to be effective when

used as assistive technology in the classroom (Shih et al., 2014). In one study, Shih et al. (2014)

observed two students with ADHD who have difficulties staying seated during a class period.

Both students were observed having four to five minutes of movement at a time during a forty-

five-minute class period (Shih et al., 2014). This movement was very distracting to both students

and teachers in the classroom and took away from instructional time. The two students then held

Wii remotes during instructional time; the remotes were collaborated to vibrate when they sensed

any type of acceleration and vertical movement (Shih et al., 2014). The vibration keyed the

students in on their movement and redirected them to sit back down. In the study, the students

successfully used the Wii remotes to help redirect. As a result, their behavior improved in the

classroom; the students averaged less than two minutes of movement during class compared to

the four to five minutes as in the baseline. Shih et al.’s (2014) study showed that with the use of

modern technology and a game console students are familiar with, students who have ADHD in

the classroom can improve their behavior.

Attention deficit hyperactivity disorder and technology in the classroom 9

Score It is a self-monitoring app that helps both students and teachers with classroom

behaviors. The app allows students to monitor their classroom behaviors and monitor their

behavior goals using simple graphs. Vogelgesang et al. and Bruhn et al. (2016) explained, in two

separate studies, that many students with ADHD struggle with both self-monitoring and self-

regulation skills. Both researchers completed separate studies on using the Score It app to see if

the app would help improve classroom behaviors, specifically with students who have been

diagnosed with ADHD. Vogelgesang et al. (2016) examined students scoring themselves while

using the app on different tasks such as following teacher instructions, working on assigned

tasks, using the appropriate materials, asking for assistance, and other classroom rules and

procedures. Throughout the study, students were able to rate themselves on a letter scale, from A

to E, every ten minutes (Vogelgesang et al., 2016).

Meanwhile, in Bruhn’s et al. (2016) study, the students were able to earn points based on

classroom behaviors and expectations. The teacher was also able to give the students separate

points. Once the student and teacher entered their scores, they could see what each other

answered. This transparency is an excellent way for students to see what the teacher observes,

adding additional self-motivation and regulation support. Both studies using the app Score It

showed positive results in student behaviors and self-monitoring and regulation skills. Students

need to have these skills in school and the real world, and using proper technology is a method

that helps students, especially those with ADHD, is a jump start for these critical skills.

Promote Learning

Interactive games facilitate learning, challenge working memory, and contribute to

teaching strategies. However, children with ADHD often lack social and linguistic skills and

avoid games that require cooperation. Games stimulate motivation and the desire to learn. Video
Attention deficit hyperactivity disorder and technology in the classroom 10

games encourage learning and can help improve academic performance, especially in children

with the experience of academic failure (Coma-Rosello et al., 2020). Images and sounds are

enticing when playing video games. Comma-Rosello et al. (2020) used tangible tabletop games

where physical objects were touched and manipulated when played in groups or individually.

The table has a projector and can project animations and images onto a table that looks much like

a standard table. This qualitative study observed the attention process and planning improvement

in children with ADHD (Coma-Rosello et al., 2020). The four games students played on the table

were riddles, memory, mazes, and stories, each with varying difficulty levels.; children ages

three to fourteen participated in this study and played the four tabletop games (Coma-Rosello et

al., 2020). In the study, there was support from educators while some students played

individually, and others played in groups of three or four. The educators encouraged students’

alternative thinking and ways to improve their attention while playing (Coma-Rosello et al.,

2020). With the suggestions of the educators, the developers improved the games. Researchers

observed that children learned best when it was easy to understand (Coma-Rosello et al., 2020).

Children were able to either read or listen to the directions, which assisted them in their success;

offering layered accommodations improved the way students retained information (Coma-

Rosello et al., 2020). Coma-Rosello et al. (2020) found riddles were more challenging for some

students because of the content, and the students needed educators to give some background

information to understand the content. Educators suggested to researchers that the maze section

of the gaming be made with varying difficulty levels so that students could challenge themselves

(Coma-Rosello et al., 2020). Students felt a sense of accomplishment when they were able to be

successful in these games (Coma-Rosello et al., 2020). These games encouraged various aspects

of ADHD, such as planning, regulation of behaviors, and goal-seeking and achieving. Educators
Attention deficit hyperactivity disorder and technology in the classroom 11

also suggested feedback with emojis to promote positive encouragement. Throughout this

research, Comma-Rosello et al. used mediation to assist students in understanding the games by

educators encouraging and redirecting through dialogue. Students were motivated when they

chose the correct answers in the games and this encouragement became a learning motivation.

When designing interactive table games, children’s interests and prior knowledge must also be

considered (Coma-Rosello et al., 2020). Researchers found that interactive games can improve

attention processes and planning, as well as social skills and educational outcomes in ADHD

children.

Concept mapping is essential in all classroom environments. All students can benefit

from additional support in their learning. The idea of concept mapping is similar to using graphic

organizers in a traditional classroom. Riga and Papayiannis’s (2015) study used an online

concept mapping program noted as a form of information and communication technology. This

study aimed to use an interactive, online concept map to engage students who have ADHD to

help them better understand concepts, specifically drama. While students were learning, they

could answer different questions, similar to mini-quizzes, and when students answered correctly,

the screen would light up for students (Riga & Papayiannis, 2015). During this research, once

students finished the lesson, they could see the entire concept map based on the work they had

finished. They then used concept mapping to help them with descriptive writing; when asked to

reflect, the students felt they could concentrate on what they were learning using this concept

mapping program (Riga & Papayiannis, 2015). For students who have ADHD, online concept

mapping is very beneficial because the program broke down concepts and still had strategies,

such as the screen lighting up when the students received the correct answers. Students reported

feeling more focused while using the program and retaining the information. Being innovative
Attention deficit hyperactivity disorder and technology in the classroom 12

with technology can increase students’ learning, especially those who have ADHD in the

classroom.

Mobile augmented reality (MAR) is an umbrella term that refers to using multimedia in

an interactive learning environment (Lin et al., 2016). With growing technology and multiple

MAR routes that staff can take into the classroom, such as pictures or animation, students can

interact with their learning and improve their classroom skills and knowledge. Lin et al. (2016)

completed a study on how using MAR techniques in the classroom can improve learning for

students with ADHD; students could use a MAR application called Aurasma. This program is a

tool where students can hold their phones over a picture and watch an interactive video. The

videos teach students about different vocabulary words taught currently in the classroom. The

study results showed that students could retain more information using the Aurasma app as a

form of MAR and as assistive technology (Lin et al., 2016). Providing auditory and visual cues

for students with ADHD is very beneficial and can genuinely help students who need additional

support in the classroom.

Strengthen Executive Functioning Skills and Improve Memory

Students with ADHD feel the adverse effects of their disability as soon as they wake up

in the morning. Struggling to follow a routine and realizing that one action affects the following

are complex concepts for students to comprehend. Even though this same behavior repeats each

day, ADHD students find themselves unable to make those appropriate choices to rectify their

behaviors. Instead, they find themselves on a “merry-go-round” of sorts that never stops. One

thirteen-year-old female reported that she awakes each morning after two alarms, barely has

enough time to brush her hair, forgets items at home, and needs something to eat before taking

her Ritalin. Meanwhile, her parents are in the car yelling that they are late. She runs to the car
Attention deficit hyperactivity disorder and technology in the classroom 13

with her shoes in her hand and her bag open with items falling out and more items needing to go

in her bag. This inability to plan, organize and execute a task is due to a lack of executive

functioning skills. Executive function is responsible for many skills like attention, working

memory, regulating emotions, understanding different points of view, self-monitoring, planning,

prioritizing, and impulsivity. These skills are how humans exist and conduct themselves

throughout their lives and are needed in all aspects of life, whether at home or school.

In Israel, Zuckerman et al. (2015) conducted research to use assistive technology to help

middle school children with ADHD improve executive functioning skills, specifically, time

management in their morning routines. TangiPlan, a prototype, has six tangible objects and

applications that one can use on a tablet (Zuckerman et al., 2015). Each of the six objects

represents a task that needs to be accomplished during the morning routine (Zuckerman et al.,

2015). The tangible objects, 3D-printed objects in the shape of a square pyramid, connect to the

tablet application via a web server that connects to the tablet application; the electronic

components embedded inside the objects include a Spark Core board with an on-board Wi-Fi

capability, a NeoPixel RGB LED Stick, and a Lithium-Ion battery (Zuckerman et al., 2015).

Students plan the time needed to complete each task and then execute those tasks in the study.

Time management is the primary goal, and the task of planning begins the night before, which

requires children to update their tasks each evening (Zuckerman et al., 2015). The tablet

indicates how long each task took, and if the task took longer than expected, that task is

highlighted in red; if a task took a shorter amount of time, the program highlighted the task in

green (Zuckerman et al., 2015). This technology allows students to plan, organize and execute

and see their progress or lack of success.

Attention deficit hyperactivity disorder and technology in the classroom 14

Zuckerman et al.’s (2015) research examined two thirteen-year-old children with ADHD

and the support of their parents. Both students reported positive effects of Tangiplan organizing

their time for success. This technology made students self-aware of their shortcomings and

helped them get on track to be successful (Zuckerman et al., 2015). The device was not intrusive,

and its lights on the tangible object provided another extrinsic regulator. However, both

students’ one complaint about this study was the technical problems (Zuckerman et al., 2015).

However, the future of this assistive technology device holds promise for ADHD students. With

improvements and modifications to the device, more studies could be conducted with larger

samples of students. This device ultimately helped improve the executive function of both

students.

ADHD affects many aspects of an individual’s emotions; therefore, individuals need to

recognize when they become agitated, frustrated, angry, and overstimulated. For some students,

medications decrease symptoms of ADHD, while others have limitations to the effectiveness of

pharmacological treatments (Tavakoulnia et al., 2019). ADHD presents itself in two ways, either

through inattention and impulsivity and/or executive functioning disorder (EF). Wearable

Technology can benefit students with ADHD. Wearing technology could be advantageous

because of its convenience and portability; it also provides signals that build self-regulation and

executive function throughout the day. Students in California participated in qualitative research

that examined the design of an application for the smartwatch (Cibrian et al., 2020).

Smartwatches offer promising platforms for improving therapeutic interventions such as

monitoring health, self-efficacy, and feelings and supporting cognitive, social, and motor skills

(Cibrian et al., 2020). The study examined using smartwatches and cognitive behavioral therapy

by awarding the wearer a positive virtual reward for a calm heartbeat. Students actively
Attention deficit hyperactivity disorder and technology in the classroom 15

answered questions about three goals; healthcare, school, and socialization which would benefit

students in regulating behaviors throughout the day and, most importantly, in the classroom;

children self-reflected on topics they felt most beneficial to include in an application (Cibrian et

al., 2020). A large piece of ADHD is mood fluctuation, and students would receive an award for

answering a survey about their moods during the day. The application would detect a fast

heartbeat and send a message to the child about taking cleansing breaths. Children sketched

icons of what they would like to see and the areas that would benefit them with regards to their

mood stabilization. Daily goals would improve EF as daily rewards would be given to the

students to improve behavior. Students were included in rating the visual icons they would see

on the smartwatch. They preferred the most straightforward and accessible options and icons for

receiving feedback. The application would have to be concise and to the point, as not to add

further distraction to the individual. Teachers and parents were concerned that students would be

distracted by the notifications on the smartwatches but were informed they could manage the

alerts. The results from this study will allow designers to develop the smartwatch application to

evaluate the efficacy in improving the EF of children with ADHD. (Tavakoulnia et al., 2019)

Many students today love gaming. It is a fun way for students to escape from reality and

pass the time. Van der Oord et al. (2012) took the gaming initiative and provided an intervention

with students who have ADHD to help improve executive functioning skills. Students who

participated in this study worked with a computer program called Braingame Brian. The game

was named after the main character. In this online world Brian lived in, students performed tasks

with activities on inhibition and cognitive flexibility in a fixed order (Van der Oord et al., 2012).

These results showed that there were significant improvements in executive functions compared

to before participating in the online game (Van der Oord et al., 2012). When students are
Attention deficit hyperactivity disorder and technology in the classroom 16

engaged in an online game, they may not realize they are learning and improving skills.

Executive functioning skills are essential lifelong skills, and students who have ADHD can

struggle with these skills. Using online gaming will engage those students and improve those

lifelong skills.

Vision for Change

Rationale and Target Audience

ADHD is a lifelong neurodevelopmental condition diagnosed during childhood and is

persistent through adulthood (Tavakoulnia et al., 2019). As educators, it is vital to understand

and relate to the daily experiences of individuals with ADHD. This professional development is

geared towards teachers and staff members who specifically work with students who have

ADHD. Students do not need to have a 504 or IEP to be diagnosed with ADHD, meaning

teachers and staff from all content areas and levels would participate. Before beginning the

workshops, teachers will write down their definition of ADHD and keep it throughout the

workshop. ADHD affects the whole child in every aspect of their life: emotionally, socially,

mentally, and physically. Students with ADHD work much harder compared to their peers on

various tasks. This workshop will provide insight into what it feels like to work much harder on

a task and understand what a person is feeling with ADHD. Through these workshops, teachers

will reflect on students with ADHD and how they can help those students in the classroom with

new strategies and tools.

Workshop 1: How ADHD Affects Individuals

● Location: Youth’s Benefit Elementary School & Huntingtown High School

● Objective: Participants will identify ways ADHD affects an individual by participating in

activities, discussions, and watching a Ted Talk.

Attention deficit hyperactivity disorder and technology in the classroom 17

● Tools Needed: Plastic Sunglasses, plastic glasses without lenses, article to read, questions

for guide discussions, laptop to show Ted Talk Video.

In workshop one, participants will work in pairs. Each participant will receive a pair of

glasses. One pair of glasses will have no lenses, while the other pair will be smudged sunglasses

with minimal visibility. The facilitator will give the pair a task: they first need to read a one-page

scholarly article and answer two questions about the article. While participants are reading the

article, the participant with the sunglasses will be distracted by a floating instructor in the class.

This instructor will ask the participant random questions unrelated to the assignment. Ultimately,

the participants with the sunglasses will have difficulty completing the assignment because of the

number of distractions, the concentration needed to read the article, and the struggle to see

through the sunglasses.

Next, teachers will discuss the difficulties they experienced while participating in the

previous activity. Guiding discussion questions should include:

1. Was this assignment more challenging for the participant with sunglasses than the

participant without sunglasses?

2. What made the activity most difficult?

3. Did the participant with sunglasses need to work harder?

4. Did this activity make you think differently about students with ADHD in your class?

Finally, the participants will watch a Ted Talk presented by Jessica McCabe. McCabe

(2017) is a thirty-year-old woman who describes growing up with ADHD and the ramifications

caused by this disability. She speaks about how inferior she felt to her peers, and even though

she is knowledgeable, she performed poorly because of the lack of executive functioning skills.
Attention deficit hyperactivity disorder and technology in the classroom 18

Her video speaks volumes about the enormous burden that ADHD inflicts on individuals. After

participants view this short Ted Talk, they will discuss what was most profound about the talk.

After this workshop, the instructor will inform participants about another workshop that

is available that encourages the use of technology to assist individuals with ADHD.

Table 1
Workshop One Activities
Activity One Activity Two Activity Three
15 minutes 10 minutes 30 minutes

Hands-on experiment with
teachers in pairs.
Teachers discuss the
difficulty and discuss
questions about the
experiment.
Watch 2017 Ted Talk by
Jessica McCabe, who has
ADHD. Have teachers
discuss their feelings about
the video.
Link in References

Workshop 2: Exploration of Devices-MOBERO, Smartwatch Technology, and Tabletop

Games

● Location: Youth’s Benefit Elementary School and Huntingtown High School

● Objective: Participants will explore technology that would benefit their students at home

and in the classroom.

● Tools Needed: Smartphones, Smartwatch, Tabletop games, and internet connection.

In this workshop, participants will work with their grade levels on exploring various

applications that would benefit students with ADHD. Teachers will first watch a video,

Advantages of Technology in the Classroom (Mir, 2016). Then, Mrs. Beyer and Mrs. Trainer

will speak about the research on the MOBERO device, the Smartphone, Smartwatch, and

Tabletop game prototypes. Next, the instructors will discuss the benefits of technology and the

ADHD child. Finally, participants will explore various applications on the iPad, Chromebook,
Attention deficit hyperactivity disorder and technology in the classroom 19

and Smartphone that could assist students with ADHD in the classroom. Often, teachers do not

have extra time to explore and discuss software with fellow teachers. Therefore, this PD provides

valuable time for exploration with support, as well as information about the various prototypes.

Table 2
Workshop 2 Activities
Activity One Activity Two Activity Three
10 minutes 10 minutes 40 minutes

Warm-up: Advantages of Instructors speak about Time for supported

Technology in the Classroom technical prototypes for exploration of appropriate
Video. ADHD students. apps for students with
ADHD both at home and in
school.

Workshop 3: Self-regulation and Self-motivation Through Score It

● Location: Youth’s Benefit Elementary School and Huntingtown High School

● Objective: Participants will understand how the Score It app can help teachers monitor

student behavior and use the app to target students who have ADHD specifically.

● Tools Needed: iPad, internet access, sticky notes, pencils/pens, Score It video, and Score

It website

In this workshop, teachers will work in a variety of grouping: individually, in pairs, and

in a whole-group discussion. First, the workshop facilitator will ask teachers their definition of

self-regulation and self-motivation and how we help students with their self-motivation and self-

regulation skills. Then, teachers will turn and talk about what they feel could help them in the

classroom to help students with their self-motivation and self-regulation skills.

After having this discussion, the participants will watch a video on how to use the Score

It app (Weebly, n.d.). This 8-minute video shows teachers how to use both the student and

teacher sides of the app. In addition, it gives step-by-step instructions on setting up a classroom,
Attention deficit hyperactivity disorder and technology in the classroom 20

creating student goals, and how to monitor student check-ins.

The final part of this workshop would entail teachers sandboxing the app and exploring

the Score It information site (Good, 2017). This time allows participants to experience the

program and engage tactilely, increasing the retention of the benefits. Finally, the participants

would complete an exit ticket and answer the following questions:

1. How can the Score It app be beneficial in the classroom?

2. How can I use this app in my classroom?

3. How can this app be beneficial specifically towards my students who have ADHD?

Table 3
Workshop Three Activities
Activity One Activity Two Activity Three
10 minutes 10 minutes 40 minutes

Warm-up: Discussion Watching the YouTube video. Sandboxing

questions. Exit ticket

Workshop 4: Concept Mapping to Improve Learning

● Location: Youth’s Benefit Elementary School and Huntingtown High School

● Objective: Participants will be able to learn about concept mapping and begin to create a

concept map they can use in any classroom but will be specifically targeted towards

helping students who have ADHD be able to stay on track, learn new concepts, and retain

new information.

● Tools Needed: Laptop, access to Lucidchart (free concept mapping account), internet

access, sticky notes, pens/pencils, YouTube video: Benefit of Concept Mapping.

In this workshop, teachers would learn how to use concept maps in the classroom to help

students in their learning process. Teachers would need to front-load the information into the
Attention deficit hyperactivity disorder and technology in the classroom 21

concept map for students for this method to be successful. Teachers would first watch the

YouTube video on how concept mapping is beneficial in the classroom. After watching the video

and gathering ideas, they would partner and discuss their initial thoughts on concept mapping.

After completing the discussion, the facilitator would lead the group in why concept

mapping is vital in the classroom, specifically for those students with ADHD. They would

explain concept mapping breaks down ideas and concepts for students and allows them to retain

the information. Concept mapping also allows students to connect different ideas to understand a

specific concept better. More advanced participants can create self-paced concept mapping

activities for students. These activities would allow students to learn and demonstrate their

knowledge of the topic. Teachers can also scaffold concept mapping for students who have

learning disabilities.

Participants would then be introduced to the site called Lucid. Participants would need to

create a free account and choose their content area(s) and their grade level(s). At this point,

participants should be able to sandbox the Lucid site to find maps that would work best for their

classroom and students. There are some premade activities for different subjects and grades

readily available that participants can take and make changes as necessary. Participants can also

start completely from scratch if they wish as well.

Finally, participants would complete a 3-2-1 exit ticket before leaving. Here, they would

write three things they learned, two things that surprised them, and one question they may still

have about concept mapping with students who have ADHD.

Table 4
Workshop Four Activities
Activity One Activity Two Activity Three
15 minutes 10 minutes 40 minutes
Attention deficit hyperactivity disorder and technology in the classroom 22

Warm-up: Benefit of concept Reviewing/refresh staff Sandboxing

mapping video, turn and talk, members on concept Exit ticket
group discussion on concept mapping. Explain how it can
mapping. be scaffolded for ADHD
learners and other students.
Attention deficit hyperactivity disorder and technology in the classroom 23

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Attention deficit hyperactivity disorder and technology in the classroom 26

Appendix A

Shih et al. (2014) Use of Wii Remote

Figure A1: Wii remote controller

Figure A2: Sample motion of how the Wii remote would sense student movement.
Attention deficit hyperactivity disorder and technology in the classroom 27

Appendix B

Vogelgesang et al. (2016) Self-regulation and motivation through Score It

Figure B1: Sample of the Score It app: Students view

\
Attention deficit hyperactivity disorder and technology in the classroom 28

Appendix C

Sonne et al. (2016) MOBERO

Figure C1: MOBERO-Assistive Technology: Mobile device to improve executive functioning

skills.
Attention deficit hyperactivity disorder and technology in the classroom 29

Appendix D

Tavakoulnia et al. (2020) Smartwatch Prototype

Figure D1: Wearable Smartwatch Technology prototype.

Attention deficit hyperactivity disorder and technology in the classroom 30

Appendix E

Lin et al. (2016) Mobile Augmented Reality

Figure E1: MAR- Student using the Aurasma app over a picture.

Figure E2: Screenshots of the Aurasma activity video.

Attention deficit hyperactivity disorder and technology in the classroom 31

Appendix F

Coma-Rosello et al., 2020-Tabletop Game Prototype

Figure F1: Tabletop Interactive Table

Attention deficit hyperactivity disorder and technology in the classroom 32

Appendix G

Zuckerman et al., 2015-Tangible Objects

Figure G1: Tangiplan Prototype