Effects of Hypermedia Instruction on Declarative, Conditional and Procedural Knowledge in ADHD Students

Autor/inn/en	Fabio, Rosa Angela; Antonietti, Alessandro
Titel	Effects of Hypermedia Instruction on Declarative, Conditional and Procedural Knowledge in ADHD Students
Quelle	In: Research in Developmental Disabilities: A Multidisciplinary Journal, 33 (2012) 6, S.2028-2039 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0891-4222
DOI	10.1016/j.ridd.2012.04.018
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Unterrichtserfolg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Lernproblem; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Merkfähigkeit; Multimediales Lernen
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10