Peer-reviewed article
Exploring the Relationship Between Gadget Use and Learning Focus in Children with ADHD in Inclusive Schools
Elvira Asril, Zamzami Zamzami, Yogi Yunefri, Rizki Novendra, Yogo Turnandes ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study examined whether using gadgets helps children with ADHD focus better on learning in inclusive schools in Indonesia. Researchers surveyed 50 teachers and therapists about gadget use and learning focus. The findings showed that while gadgets were used frequently, simply using gadgets more did not improve children's ability to focus on learning. The study suggests that gadgets only help when used with proper teaching strategies tailored to each child's needs.
Key points
- High gadget use (mean = 39.94) showed no significant correlation with learning focus (r = –0.12, p > 0.05)
- Regression analysis found that increased gadget use did not predict improvements in attention and sometimes showed negative trends
- Gadget effectiveness depends on structured pedagogical frameworks, appropriate app design, and alignment with learners' characteristics
- Gadgets can support ADHD learning only when integrated with tailored instructional strategies
- Study involved 50 respondents including classroom teachers, special assistant teachers, and therapists experienced with ADHD
Limitations
The study relied on teacher and therapist reports rather than direct measurement of children's actual focus or academic outcomes. The correlational design cannot establish causation, and findings are limited to respondents' perceptions in inclusive school settings in Indonesia.
Abstract
Children with Attention Deficit Hyperactivity Disorder (ADHD) often struggle to maintain focus, leading to low participation and poor academic outcomes. While gadgets are frequently viewed as distractions, they also offer potential as interactive learning tools. This study investigates the relationship between gadget use and learning focus among children with ADHD in inclusive schools. 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, including classroom teachers, special assistant teachers (GPK), and therapists experienced in supporting children with ADHD using gadgets. A Likert-scale questionnaire was tested for validity and reliability, and data were analyzed using Pearson correlation and regression analysis. Findings showed that gadget use among respondents was relatively high (mean = 39.94). However, correlation analysis indicated no significant relationship between gadget use and learning focus (r = –0.12, p 0.05). Regression analysis suggested that increased gadget use did not predict improvements in attention, and in some cases showed a negative trend. These results highlight that high gadget usage alone does not enhance learning focus in children with ADHD. The effectiveness of gadgets depends on structured pedagogical frameworks, appropriate application design, and alignment with learners’ characteristics. Gadgets can support ADHD learning only when integrated with tailored instructional strategies. Future research should explore specific app features and teaching models to optimize their educational benefits.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Use of gadgets as interactive learning tools
- Population
- Children with ADHD in inclusive schools; data from 50 teachers, special assistant teachers, and therapists supporting these children
Key finding
No significant relationship between gadget use and learning focus (r = –0.12, p > 0.05)