Current advances in technology allowed teachers to make use of the potential advantages of multimedia learning in their education practices. Literature suggests that learning is improved by multimodal presentation of information (e.g., audio-visual modality) through a reinforcing processing effect. As a result, students understand and remember information better when notions are presented via associated text and images. Such enhanced information processing was suggested to be particularly useful for supporting learning in students with attentional problems. More precisely, students with a diagnosis of Attention Deficit and Hyperactivity Disorder (ADHD) may benefit from the use of multimedia tools supporting their learning process, thanks to the salient property of the visual presentation of learning contents, which are effective in enhancing both selective and sustained attention. However, a line of research argued that multimedia could hinder a functional learning process in children with attention deficit, due to an overload effect. To date, the effects of multimedia learning in ADHD students have been poorly investigated. The present chapter reports and discusses results from original studies assessing multimedia and hypertext learning in children with and without attentional and self-regulation problems. Understanding the specific effect of multimedia/hypertext learning on cognitive processing is fundamental to device teaching practices aimed at supporting a successful learning in ADHD students.
Multimedia Learning in ADHD Students
Fabio R. A.;
2021-01-01
Abstract
Current advances in technology allowed teachers to make use of the potential advantages of multimedia learning in their education practices. Literature suggests that learning is improved by multimodal presentation of information (e.g., audio-visual modality) through a reinforcing processing effect. As a result, students understand and remember information better when notions are presented via associated text and images. Such enhanced information processing was suggested to be particularly useful for supporting learning in students with attentional problems. More precisely, students with a diagnosis of Attention Deficit and Hyperactivity Disorder (ADHD) may benefit from the use of multimedia tools supporting their learning process, thanks to the salient property of the visual presentation of learning contents, which are effective in enhancing both selective and sustained attention. However, a line of research argued that multimedia could hinder a functional learning process in children with attention deficit, due to an overload effect. To date, the effects of multimedia learning in ADHD students have been poorly investigated. The present chapter reports and discusses results from original studies assessing multimedia and hypertext learning in children with and without attentional and self-regulation problems. Understanding the specific effect of multimedia/hypertext learning on cognitive processing is fundamental to device teaching practices aimed at supporting a successful learning in ADHD students.Pubblicazioni consigliate
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