Digital technologies for students with ADHD

Arhondoula Alexopoulou * and Alexandra Batsou

University of Thrace, Greece.
 
Review
International Journal of Science and Research Archive, 2023, 09(02), 537–547.
Article DOI: 10.30574/ijsra.2023.9.2.0555
Publication history: 
Received on 06 June 2023; revised on 30 July 2023; accepted on 01 August 2023
 
Abstract: 
The creation and growing use of ICT (Technology, In- formation, and Communication), one of the significant technological advancements of recent years, calls into question whether computers are capable of meeting the demands of contemporary education, particularly in the area of special education. According to research, new technologies liberate and open up amazing opportunities for people with disabilities. These technologies go beyond simple information management to support people with special needs and those who have special educational needs by enhancing their learning capacity, academic performance, and functionality. There is a brief mention of a few of the ICT evaluation, diagnostic, and intervention tools for children with attention and hyperactivity problems (ADHD) over the last 10 years in this review. It also relates to how memory and attention are directly related to one another and interact, as well as how we may assess and enhance memory and attention using technology. This paper also discusses the executive function impairment associated with ADHD and how these can be remedied with technological assistance.
 
Keywords: 
ADHD; Executive Functions (EF); working memory (WM); assessment; diagnostic; intervention tools; Assistive Technology; Brain Computer Interface (BCI); Biofeedback/Neurofeedback; Natural User Interfaces (NUIs)
 
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Copyright © 2023 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0