Unlocking Potential: Harnessing Language Learning Apps to Support Young Learners with ADHD

Musaed A. Al-Mutairi

doi:10.18535/ijsrm/v12i04.el02

Abstract

This article explores the potential of language learning applications in supporting young learners with Attention Deficit Hyperactivity Disorder (ADHD). It highlights the challenges faced by this demographic in language acquisition, such as difficulty sustaining attention, impulsivity, and hyperactivity. The article emphasizes the importance of early intervention and tailored support in fostering language development in young learners with ADHD. Language learning applications offer benefits such as customizable pacing, engaging multimedia content, instant feedback, and gamification elements. Real-life case studies demonstrate the transformative impact of these apps on the language acquisition journey. Design considerations for ADHD-friendly apps include a simplified user interface, clear instructions, visual aids, structured routines, multisensory elements, rewards, and positive reinforcement. Practical strategies for parents and educators include collaborative learning, realistic goal-setting, progress monitoring, and consistent usage routines. Success stories and testimonials highlight the real-world impact of language learning apps in supporting young learners with ADHD.

References

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Mautone, J. A., Marshall, S. A., & Costigan, T. E. (2018). Parent-teacher communication and its relation to ADHD symptomatology. Journal of Attention Disorders, 22(3), 290-299.Google Scholar ↗
Mayes, S. D., Calhoun, S. L., & Crowell, E. W. (2000). Learning disabilities and ADHD: Overlapping spectrum disorders. Journal of Learning Disabilities, 33(5), 417-424.Google Scholar ↗
Power, T. J., Karustis, J. L., & Habboushe, D. F. (2001). Homework Success for Children with ADHD: A Family-School Intervention Program (Guilford School Practitioner Series). The Guilford Press.Google Scholar ↗
Raggi, V. L., & Chronis, A. M. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review, 9(2), 85-111.Google Scholar ↗
Storebø, O. J., Krogh, H. B., Ramstad, E., Moreira-Maia, C. R., Holmskov, M., Skoog, M., ... & Gluud, C. (2015). Methylphenidate for attention deficit hyperactivity disorder (ADHD) in children and adolescents–assessment of adverse events in non-randomised studies. Cochrane Database of Systematic Reviews, (11).Google Scholar ↗
Sundqvist, P., & Sylvén, L. K. (2014). Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL, 26(1), 3-20.Google Scholar ↗
Titz, C., Karbach, J., & Green, C. (2016). Pocket and Tablet PC-based computer-assisted interventions in children with Attention-deficit/Hyperactivity Disorder (ADHD). Psychological Bulletin, 142(12), 1324-1346. doi:10.1037/bul0000085DOI ↗Google Scholar ↗
Vasconcelos, S. P., Azevedo, R., Correia, A. M., & Rodrigues, P. (2019). Designing digital educational games for ADHD students: The importance of feedback. Computers & Education, 135, 52-68.Google Scholar ↗
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.Google Scholar ↗
Zhang, D., Zhao, J. L., & Zhou, L. (2006). Technological issues in developing electronic performance support systems for users with attention deficit hyperactivity disorder. Information & Management, 43(2), 211-222.Google Scholar ↗

[refR-1] American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.Google Scholar ↗

[refR-2] An, Y. J., & Reigeluth, C. (2011). Creating technology-enhanced, learner-cantered classrooms: K-12 teachers' beliefs, perceptions, barriers, and support needs. Contemporary Issues in Technology and Teacher Education, 11(2), 141-175.Google Scholar ↗

[refR-3] Arnold, L. E., Abikoff, H. B., Cantwell, D. P., Conners, C. K., Elliott, G. R., Greenhill, L. L., ... & Newcorn, J. H. (1997). National Institute of Mental Health Collaborative Multimodal Treatment Study of Children with ADHD (MTA): Design, methodology, and protocol evolution. Journal of Attention Disorders, 2(3), 141-158.Google Scholar ↗

[refR-4] Barbosa, N., Rodrigues, M. C., & Santos, C. P. (2018). An interactive serious game platform for ADHD assessment and rehabilitation. In Proceedings of the 12th European Conference on Games Based Learning (Vol. 1, p. 43). Academic Conferences International Limited.Google Scholar ↗

[refR-5] Christakis, D. A., & Garrison, M. M. (2009). Preschool-aged children's television viewing in child care settings. Pediatrics, 124(6), 1627-1632.Google Scholar ↗

[refR-6] Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087-1101.Google Scholar ↗

[refR-7] DuPaul, G. J., & Stoner, G. (2014). ADHD in the schools: Assessment and intervention strategies (3rd ed.). Guilford Press.Google Scholar ↗

[refR-8] Fernández, C., & García, J. M. (2016). An analysis of the gamification of cognitive attention exercises. In 2016 IEEE/RSJ International Conference on Intelligent Robots and Systems (IROS) (pp. 4944-4949). IEEE.Google Scholar ↗

[refR-9] Frazier, T. W., Demaree, H. A., & Youngstrom, E. A. (2004). Meta-analysis of intellectual and neuropsychological test performance in attention-deficit/hyperactivity disorder. Neuropsychology, 18(3), 543-555.Google Scholar ↗

[refR-10] Godwin-Jones, R. (2017). Emerging technologies for language learning. Language Learning & Technology, 21(2), 1-8.Google Scholar ↗

[refR-11] Johnson, M., & Wiener, J. (2017). A review of technology-based interventions to teach academic skills to students with ADHD. Journal of Attention Disorders, 21(1), 6-16. doi:10.1177/1087054713508002DOI ↗Google Scholar ↗

[refR-12] Kollins, S. H., & McClernon, F. J. (2005). ADHD, smoking, and drug abuse. In Attention deficit hyperactivity disorder: State of the science, best practices (pp. 317-333). Civic Research Institute.Google Scholar ↗

[refR-13] Mautone, J. A., Marshall, S. A., & Costigan, T. E. (2018). Parent-teacher communication and its relation to ADHD symptomatology. Journal of Attention Disorders, 22(3), 290-299.Google Scholar ↗

[refR-14] Mayes, S. D., Calhoun, S. L., & Crowell, E. W. (2000). Learning disabilities and ADHD: Overlapping spectrum disorders. Journal of Learning Disabilities, 33(5), 417-424.Google Scholar ↗

[refR-15] Power, T. J., Karustis, J. L., & Habboushe, D. F. (2001). Homework Success for Children with ADHD: A Family-School Intervention Program (Guilford School Practitioner Series). The Guilford Press.Google Scholar ↗

[refR-16] Raggi, V. L., & Chronis, A. M. (2006). Interventions to address the academic impairment of children and adolescents with ADHD. Clinical Child and Family Psychology Review, 9(2), 85-111.Google Scholar ↗

[refR-17] Storebø, O. J., Krogh, H. B., Ramstad, E., Moreira-Maia, C. R., Holmskov, M., Skoog, M., ... & Gluud, C. (2015). Methylphenidate for attention deficit hyperactivity disorder (ADHD) in children and adolescents–assessment of adverse events in non-randomised studies. Cochrane Database of Systematic Reviews, (11).Google Scholar ↗

[refR-18] Sundqvist, P., & Sylvén, L. K. (2014). Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL, 26(1), 3-20.Google Scholar ↗

[refR-19] Titz, C., Karbach, J., & Green, C. (2016). Pocket and Tablet PC-based computer-assisted interventions in children with Attention-deficit/Hyperactivity Disorder (ADHD). Psychological Bulletin, 142(12), 1324-1346. doi:10.1037/bul0000085DOI ↗Google Scholar ↗

[refR-20] Vasconcelos, S. P., Azevedo, R., Correia, A. M., & Rodrigues, P. (2019). Designing digital educational games for ADHD students: The importance of feedback. Computers & Education, 135, 52-68.Google Scholar ↗

[refR-21] Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.Google Scholar ↗

[refR-22] Zhang, D., Zhao, J. L., & Zhou, L. (2006). Technological issues in developing electronic performance support systems for users with attention deficit hyperactivity disorder. Information & Management, 43(2), 211-222.Google Scholar ↗