Exploring the effect of an augmented reality literacy programme for reading and spelling difficulties for children diagn
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S.I. : XR (VR, AR, MR) AND IMMERSIVE LEARNING ENVIRONMENTS
Exploring the effect of an augmented reality literacy programme for reading and spelling difficulties for children diagnosed with ADHD Crispino Tosto1 · Tomonori Hasegawa2 · Eleni Mangina2 · Antonella Chifari1 · Rita Treacy3 · Gianluca Merlo1 · Giuseppe Chiazzese1 Received: 23 February 2019 / Accepted: 5 November 2020 © The Author(s) 2020
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 of ADHD has a combination of all three symptom areas. These core symptoms may negatively impact the academic and social performance of children throughout their school life. The AHA (ADHD-Augmented) project focused specifically on the impact of digital technologies’ intervention on literacy skills of children that participated in the pilot study and were diagnosed with ADHD prior to the intervention. Existing research has shown that augmented reality (AR) can improve academic outcomes by stimulating pupils’ attention. AHA project aimed at implementing an evidence-based intervention to improve ADHD children’s reading and spelling abilities through the enhancement of an existing literacy programme with AR functionality. The present paper reports preliminary findings of the pilot study aimed at evaluating the effectiveness of the AHA system in promoting the acquisition of literacy skills in a sample of children diagnosed with ADHD compared to the literacy programme as usual. Background information on the main characteristics and difficulties related to the teaching and learning process associated with children diagnosed with ADHD are first introduced; the design and methodology of the AHA project intervention are also described. The preliminary findings have shown that AHA project succeeded in delivering an AR solution within an existing online literacy programme, which integrates a set of specific technologies and supports interactive educational content, services, assessment, and feedback. Keywords ADHD · Augmented reality · Literacy programme · Behavioural monitoring · Reading and spelling difficulties
1 Introduction A diagnosis of attention deficit hyperactivity disorder (ADHD) in childhood is typically associated with low levels of engagement with educational tasks, poor academic performance, and specific learning difficulties (SLDs) (e.g. dyslexia and dysgraphia) in a number of cases. In this regard, the ADHD-augmented (AHA) pilot project aimed at developing the AHA system as an educational tool integrating augmented reality (AR) content into an existing effective * Giuseppe Chiazzese [email protected] 1
Istituto per le Tecnologie Didattiche, Consiglio Nazionale delle Ricerche, Palermo, Italy
2
University College Dublin, Dublin, Ireland
3
WordsWorth Learning Limited, Dublin, Ireland
literacy programme to address ADHD children’s reading and spelling difficulties while support
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