Use of images in instructional technology for children with attentional difficulties

Authors:
Helen W. Kang;Sydney S. Zentall;Terry L. Burton
Affiliations:
Purdue University, West Lafayette, IN;Purdue University, West Lafayette, IN;Purdue University, West Lafayette, IN
Venue:
Proceedings of the 6th international conference on Interaction design and children
Year:
2007

Citing 1
Cited 1

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ACM Transactions on Applied Perception (TAP)

Development and application of a framework for comparing early design methods for young children

Interacting with Computers

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Abstract

Students with attentional problems have difficulty in learning mathematics due to their inability to maintain attention on task. The current study proposed that using images during mathematics instruction would provide stimulation for students with characteristics of an attentional problem (ADHD-I and ADHD-C) and thereby enhance their attention and/or time on task. 2nd to 4th grade elementary schools students with and without attentional difficulties participated in the study. The study assumed that those students who use a computer to learn geometry would perform better with: (1) a combination images with Low-level Visual Cues (Images-LVC) and images with Additional Visual Cues (Images-AVC) than no images and (2) Images-AVC than Images-LVC. Different conditions were compared against the control group with no images presented during the instruction.