ERIC Number: EJ990841
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0891-4222
EISSN: N/A
Effects of Hypermedia Instruction on Declarative, Conditional and Procedural Knowledge in ADHD Students
Fabio, Rosa Angela; Antonietti, Alessandro
Research in Developmental Disabilities: A Multidisciplinary Journal, v33 n6 p2028-2039 Nov-Dec 2012
Two groups of students aged between 12 and 14 years--27 with attention deficit/hyperactivity disorder (ADHD) and 28 with both ADHD and learning problems--were compared to a sample of 29 typically developing students in terms of the acquisition and retention of declarative, conditional and procedural knowledge either in a hypermedia learning or in a traditional instructional setting. Hypermedia instruction produced better learning outcomes than traditional instruction did; the benefits concerned prevalently procedural knowledge and emerged mainly in the retention phase. Hypermedia instruction led ADHD students to reach achievement levels similar to those of typically developing students. Furthermore, hypermedia instruction contrasted the decay of knowledge from the acquisition to the retention phase in both clinical groups. On the basis of these findings, hypermedia instruction is proposed as an approach that may help ADHD learners to overcome attention deficits. (Contains 4 tables and 1 figure.)
Descriptors: Special Needs Students, Special Education, Instructional Effectiveness, Adolescents, Learning Problems, Attention Deficit Hyperactivity Disorder, Conventional Instruction, Hypermedia, Computer Assisted Instruction, Educational Technology, Retention (Psychology), Multimedia Instruction, Control Groups, Comparative Analysis
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A