Research Question: In what ways can technology be beneficial to students in the classroom who have ADHD.
Thesis Statement: Technology in the classroom has been shown to improve classroom behavior, promote
learning in the classroom, and improve memory and executive functioning skills for students with ADHD.
Evidence1/Theme 1
Improving classroom and at
home behavior.
Support 1
-MOBERO – A mobile tool
(downloaded on mobile
device) to establish healthy
morning and bedtime
routines. Through a structured
list of icons and text, the child
is guided through each
activity. The last activity is a
reward that consists of a
physical fluorescent star,
which the child can place on a
chart. (Sonne, T., 2016)
-Virtual rewards motivated
students to remain focused on
morning and evening
routines. Paper rewards
would become lost or
destroyed reported parents.
(Sonne, T., 2016)
Evidence 2/Theme 2
Promote learning
Support 1
-Videogames encourage
learning and can help improve
academic performance
especially in children with
experience of academic failure,
a frequent issue for ADHD
sufferers. (Coma-Roselló, T.,
2021)
-There is a need to improve the
adaptability of the games to
enable children with ADHD to
mediate, plan, and focus their
attention. With the aid of a
facilitator, the mediating
function of learning-games can
therefore be applied in the
development of the executive
functions that are key to
learning. (Coma-Roselló, T.,
2021)
Evidence 3/Theme 3
-Strengthen Executive Functioning
(EF) Skills and improve memory.  
Support 1
Executive Functioning
-Results from a qualitative study
involving children with ADHD and
their teachers showed that concerns
from the children outweighed the
advantages for using smartwatch
technology and suggested that an
application should mimic the current
practices of self-regulation taught at
their school and be able to monitor
self-reflection of mood and behavior.
These findings suggest that wearables
can potentially be used as
interventions supporting the executive
function of children with ADHD.
(Tavakoulnia, A. 2019)
-Goals and Rewards- Children and
teachers suggested that providing goals
and a rewards dynamic could help the
children with their EF.
(Tavakoulnia, A. 2019)
Children with Attention Deficit and
Hyperactivity Disorder (ADHD)
experience a deficit in cognitive
processes responsible for goal-directed
behaviors, known as executive
functioning (EF). In an effort to assist
them, we developed TangiPlan – a
prototype of a tangible assistive
technology intended to improve EF
during morning routines.
(ZUCKERMAN, O. 2015)
Research Question: In what ways can technology be beneficial to students in the classroom who have ADHD. 

Thesis Statement: Technology is becoming a more prominent tool in the classroom for students and teachers, some
parents wonder if technology is hindering students who have ADHD. Technology in the classroom has been shown
to improve classroom behavior, promote learning in the classroom, and improve memory and executive
functioning skills for students with ADHD.

Evidence1/Theme 1 Evidence 2/Theme 2 Evidence 3/Theme 3

Improving classroom and at Promote learning -Strengthen Executive Functioning
home behavior. (EF) Skills and improve memory.  

Support 2 Support 2 Support 2

Limiting disruptive behaviors-
Using a Wii controller as a
modern form of technology.
Students who have ADHD are
able to wear the controller on
their wrist during class.
The purpose of the control is to
alert students when they are
standing and being ‘disruptive’
in the classroom.. The
researchers are wanting to
eliminate the amount time
students have stood up in the
classroom.
The researchers set the controller
to sense specific movements,
specifically the controller
moving from a horizontal
position to a vertical position
(Shih 2014). The controller
would vibrate, making students
aware they are up and should sit
back in their seats.
The results of the study were
positive and the students in the
study found they were not
standing up in class as much,
becoming a less of a distraction
for themselves and their peers.
Having students, with ADHD,
work with concept mapping
software to help improve their
writing in the classroom has
been shown to be beneficial for
their learning.
Concept mapping showed to be
beneficial in the classroom
because students were engaged
with their learning. The concept
mapping program was
interactive and gave
encouragement to students when
they received correct answers.
The screen would be in bright
colors when students were
correct (Riga 2015).
Students were not only engaged
using the concept mapping
program, but their learning on
creative writing. Concept
mapping software gave students
who have ADHD a visual
representation of ideas and
could show students the
connection between ideas, again
increasing engagement and
learning. (Riga 2015)/
Gaming intervention improves
executive functioning in ADHD.
Students who participated in a study
on computer games focused for
students with ADHD showed that there
was a significant increase in executive
functioning skills (Brown 2012).
Students participated in 25 different
sessions of a game called Braingame
Brain. The games focused on
executive function skills for students.
Parents reported that their children had
reduced ADHD behaviors after
participating in the Braiingame Brain
software (2012).
The games helped with students
working memory, which would allow
them to be more successful in their
learning.
Research Question: In what ways can technology be beneficial to students in the classroom who have ADHD.
Thesis Statement: Technology is becoming a more prominent tool in the classroom for students and teachers, some
parents wonder if technology is hindering students who have ADHD. Technology in the classroom has been shown
to improve classroom behavior, promote learning in the classroom, and improve memory and executive
functioning skills for students with ADHD.
Evidence1/Theme 1
Improving classroom and at
home behavior.
Support 3
Self-regulation & Self-
motivation
2 studies that used an app
called Score It were able to
monitor students with
ADHD and see if the app
allowed for students to
become more self-regulated
and self-motivated in the
classroom.
Students who have ADHD
can fall short in their
academics and behaviors
because they are lacking
self-regulation and/or self-
motivation in their lives
(Vogelgesang 2014).
The Score It app improved
student engagement,
improving their behaviors
and academics
(Vogelgesang 2014).
Students are able to
evaluate their own
behaviors using the app,
making themselves self-
aware of the unwanted
behaviors in the classroom.
Students are able to rate
their behaviors with a goal
of trying to improve
behaviors.
 
Evidence 2/Theme 2
Promote learning
Support 3
Mobile augmented reality also
known as MAR is an assistive
technology for students to help
increase learning in the classroom.
This study used a MAR called
Aurasma, a free app that can be
downloaded from the Apple store
or Google Play store (Lin 2016).
In this study, students held a cell
phone over a picture, using the
Aurasma app, and it created a
video for students to help them
understand the words they are to
learn in the classroom
For students with ADHD, this
MAR application helped increase
learning by allowing interactive
media to play a role in their
learning (2016).
There was an increase of learning
using a MAR technology in the
classroom for students with
ADHD. The augmented reality
gave students who have ADHD
visual and auditory quest to help
them understand the words being
presented to them which allowed
them to retain words and their
meanings (2016).