Abstract
Students with Attention Deficit Hyperactivity Disorder (ADHD) experience difficulties in maintaining focused attention and remaining on-task and often have comorbid Specific Learning Difficulties (SLD). Given the characteristics of ADHD, interventions for the SLDs should be designed to enhance students’ motivation and engagement. Augmented Reality (AR) can improve students’ outcomes by enhancing attention and motivation. In this direction, the ADHD-Augmented (AHA) project implements an evidence-based intervention, supported by AR, to improve reading and spelling skills for children diagnosed with ADHD.
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Chiazzese, G., Mangina, E., Chifari, A., Merlo, G., Treacy, R., & Tosto, C. (2019). The AHA project: An evidence-based augmented reality intervention for the improvement of reading and spelling skills in children with ADHD. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 11385 LNCS, pp. 436–439). Springer Verlag. https://doi.org/10.1007/978-3-030-11548-7_44
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