Working Memory and ADHD in Preschool Education. The Role of ICT’S as a Diagnostic and Intervention Tool: An Overview

Kokkalia, Georgia; Drigas, Athanasios

doi:10.3991/ijet.v10i5.4359

Cited by 10 publications

(11 citation statements)

References 34 publications

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“…CAT stimulate learners, draw their attention on specific tasks and help them retain it. As far as people with ADHD are concerned, studies have confirmed that the new age software will offer a whole other approach to the way diagnostics and interventions are carried out [16]. Researches indicate that computer-based activities seem to have a positive impact on a child's cognitive abilities.…”

Section: Intervention Toolsmentioning

confidence: 99%

Effectiveness of Assessment, Diagnostic and Intervention ICT Tools for Children and Adolescents with ADHD

Alexopoulou

Batsou

Drigas

2019

Int. J. Recent Contrib. Eng. Sci. IT

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<p class="0keywords">The major technological leaps that have taken place over the last years, one of which is the creation and increasing use of ICT (Technology, Information and Communication), require a reconsideration of the capability of the computers to meet the expectations of modern education, especially in the field of Special Education. Researches confirm that new technologies offer liberating and amazing opportunities to people with disabilities, as these are not just limited to simple information management but can also operate supportively, improving the learning ability, the academic performance and functionality of the people that have special needs and those with special, educational needs. In this review there is a brief reference on some of the ICT assessment, diagnostic and intervention tools of the past decade, for children with attention and hyperactivity disorders (ADHD). It also refers to the direct connection and interaction between attention and memory capacity as well as, how, with the help of technology, we evaluate, improve memory, and thus attention. The deficit of ADHD in its executive functions and how these can be improved with the help of technology is also brought up in this review.<strong></strong></p>

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Section: Intervention Toolsmentioning

confidence: 99%

Effectiveness of Assessment, Diagnostic and Intervention ICT Tools for Children and Adolescents with ADHD

Alexopoulou

Batsou

Drigas

2019

Int. J. Recent Contrib. Eng. Sci. IT

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“…Due to the significant use of digital devices and their rapid evolution, many scientific researches started to study their impacts on human health and on the human psychology, which appears to be outdated either immediately after the results have appeared or sometimes even before, and that is a constraint for those scientific studies. Scientists in several fields try to better understand digital tools' influence on different sides and from multiple angles of vision on the human being, and to answer major questions related to their impact [1]; [2]; [3], but the results are usually themselves a contradictory subject. Educational decision-makers are doing their best to integrate digital tools into the various teaching and learning activities; on the other hand, the recently published results indicate how the contribution of digital tools to these educational activities is negligible and sometimes negative as they increase the cognitive cost of an activity, which is an obstacle to achieving an educational goal.…”

Section: Impact Of Digital Toolsmentioning

confidence: 99%

Effects of Using Digital Tools on the Process of Memorization

Hamzi

Echantoufi

Khouna

et al. 2021

Int. J. Emerg. Technol. Learn.

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Recent studies show that the effect of digital tools have a direct impact on atten-tion, motivation, autonomy and academic success. In Morocco, considering the extent to which students use digital tools, precisely scientific students, and be-cause of the essence of memory to all learning, this article is part of the overall framework of a study that attempts to find the link between the use of digital tools and the process of memorization. The factors that can influence the memorization process are multiple and diverse: biological, psychological, and sociological. These factors are unquantifiable in most cases, where it is difficult to determine with certainty their degree of impact, or to experimentally show the nature of their influence on the memory process that constitutes the most important function of the brain being the most complex organ of the human being. Therefore, in this ar-ticle, we will only stick to the duration of use of digital tools as an evaluable pa-rameter, and we will try to determine the link between this duration and the mem-orization process in order to determine the conditions for healthy and efficient us-age

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“…They note as well, that immediately feedback from multimedia tools in general seems to allow a quicker pace of learning and improves memory skills. Earlier, working memory was regarded as a constant trait, but according to Kokkalia and Drigas (2015), recent research now suggests, it can be improved by adaptive and extended training.…”

Section: Search Terms In the Period; 2006-2016mentioning

confidence: 99%

Assistive learning technologies for learners with ADHD and ASD

Andersen¹,

Jensen

2019

LOM

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This literature review was a part of a research project investigating how technologies can be utilised to support learners with developmental and attention deficit to be included in mainstream learning contexts. The review contains research within the field of assistive learning technologies for learners with Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder from 2006 to 2016. The review is conducted, by using systematic and qualitative academically acknowledged literature search methods. Seven categories of technology-based interventions are recognised from current research, where technologies have been used to support: 1) memory disabilities and/or brain training, 2) increasing focusing attention, 3) time and task management, 4) communication, 5) reading, writing, language and literacy skills, 6) changing behaviour and 7) group work and collaboration. The results indicate that the overall findings of the rendered studies present mixed conclusions. The review calls for more research in a mainstream learning context with a universal design for learning approach.

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Working Memory and ADHD in Preschool Education. The Role of ICT’S as a Diagnostic and Intervention Tool: An Overview

Cited by 10 publications

References 34 publications

Effectiveness of Assessment, Diagnostic and Intervention ICT Tools for Children and Adolescents with ADHD

Effectiveness of Assessment, Diagnostic and Intervention ICT Tools for Children and Adolescents with ADHD

Effects of Using Digital Tools on the Process of Memorization

Assistive learning technologies for learners with ADHD and ASD

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