Hypermedia Tools Enhance Learning in ADHD Students

Hypermedia tools are computer-based devices designed to promote learning in educational settings. In comparison to traditional educational instruments, hypermedia tools have the advantage of providing learners with concepts presented through a variety of symbols (written texts, oral narratives, pictures, animations, and sounds) (Mayer, 2005) and of offering learners control over the instructional process by allowing them to choose the preferred sequence along with access contents (Shin, Schallert, & Savenye, 1994). Here, we wish to briefly summarize the findings of our recently published study on this topic (Fabio & Antonietti, 2012). The alleged benefits of hypermedia devices have been supported by several studies (e.g., Mayer, 2003, 2005; Najjar, 1998; Sweller, 1999; Van Merrienboer, 1997). Such benefits have been proven also for students showing learning problems (Hall, Hughes, & Filibert, 2000). As far as this issue is concerned, Maccini, Gagnon, and Hughes (2002) conducted a comprehensive review of the literature on technology-based practices addressed to secondary school students identified as learning disabled. Hypermedia tools appeared to be relevant instruments for educating these kinds of students. However, few studies investigated the relationships between the effectiveness of hypermedia instructional tools and attention deficit/hyperactivity disorder (ADHD) although there are several reasons to hypothesize that hypermedia instruments can play a role to overwhelm the difficulties that ADHD students encounter in learning.

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