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The problem
Intervention: Use of gadgets as interactive learning tools
Who it was tested with: Children with ADHD in inclusive schools; data from 50 teachers, special assistant teachers, and therapists supporting these children.
Experience from people who deliver programmes: stories, case studies and lessons learned. Valuable for understanding how and why, and for spotting what to test next, but not a measure of effect.
"A quantitative survey with a correlational design was employed. Two variables were measured: gadget use as a learning medium (X) and the learning focus of children with ADHD (Y). Data were collected from 50 respondents... and data were analyzed using Pearson correlation and regression analysis." The study measures the relationship between gadget use and learning focus but finds no significant correlation, indicating gadgets alone do not improve focus in children with ADHD.
Study relied on respondent perceptions rather than direct measurement of children's focus; correlational design cannot establish causation; findings based on teachers' and therapists' reports rather than direct observation of children's behavior.
Across countries and designs
1 study · 1 country
