Two groupsofstudentsagedbetween12and14years—27withattentiondeficit/ hyperactivitydisorder(ADHD)and28withbothADHDandlearningproblems—were comparedtoasampleof29typicallydevelopingstudentsintermsoftheacquisitionand retention ofdeclarative,conditionalandproceduralknowledgeeitherinahypermedia learning orinatraditionalinstructionalsetting.Hypermediainstructionproducedbetter learning outcomesthantraditionalinstructiondid;thebenefitsconcernedprevalently proceduralknowledgeandemergedmainlyintheretentionphase.Hypermedia instructionledADHDstudentstoreachachievementlevelssimilartothoseoftypically developingstudents.Furthermore,hypermediainstructioncontrastedthedecayof knowledgefromtheacquisitiontotheretentionphaseinbothclinicalgroups.Onthebasis of thesefindings,hypermediainstructionisproposedasanapproachthatmayhelpADHD learnerstoovercomeattentiondeficits.
Effects of hypermedia instruction on declarative, conditional and procedural knowledge in ADHD students
FABIO, Rosa Angela;
2012-01-01
Abstract
Two groupsofstudentsagedbetween12and14years—27withattentiondeficit/ hyperactivitydisorder(ADHD)and28withbothADHDandlearningproblems—were comparedtoasampleof29typicallydevelopingstudentsintermsoftheacquisitionand retention ofdeclarative,conditionalandproceduralknowledgeeitherinahypermedia learning orinatraditionalinstructionalsetting.Hypermediainstructionproducedbetter learning outcomesthantraditionalinstructiondid;thebenefitsconcernedprevalently proceduralknowledgeandemergedmainlyintheretentionphase.Hypermedia instructionledADHDstudentstoreachachievementlevelssimilartothoseoftypically developingstudents.Furthermore,hypermediainstructioncontrastedthedecayof knowledgefromtheacquisitiontotheretentionphaseinbothclinicalgroups.Onthebasis of thesefindings,hypermediainstructionisproposedasanapproachthatmayhelpADHD learnerstoovercomeattentiondeficits.Pubblicazioni consigliate
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