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Animated Computer Education Games for Students with ADHD
Abstract
Children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) have difficulty maintaining attention, controlling their activity level, and they typically demonstrate poor interpersonal relationships skills. Because of their challenges, educational performance tends to suffer. Paradoxically, when seated in front of a videogame or computer program they enjoy, the performance of individuals with ADHD becomes similar to non-ADHD peers. The purpose of this chapter is to present a conceptual framework for understanding the factors that affect the outcome of individuals with ADHD, and to demonstrate how instructional design models can be used to guide the design and implementation of animated computer education games as instructional tools for this population. Specifically, the FIDGE model and Gagné’s Nine Events of Instruction are evaluated for their contributions to understanding the unique technological needs of the ADHD learner.
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