Effects of hypermedia instruction on declarative, conditional and procedural knowledge in ADHD students
Articolo
Data di Pubblicazione:
2012
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.
Tipologia CRIS:
14.a.1 Articolo su rivista
Keywords:
Learning; Attention; ADHD; Learning problems; Multimedia Hypertext
Elenco autori:
Fabio, Rosa Angela; Antonietti, A.
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