Twelfth International Conference on e-Learning & Innovative Pedagogies

Abstract

Research consistently demonstrates that the presence of ADHD and RD increases the probability of academic weakness, and working memory deficit is a potential mediator. The main objective of this study is to analyze the effect of a self-developed working memory training apps on academic-related and behavioral problems in a sample of children with ADHD and/or RD. The apps contains two training games focusing on both phonological and visual-spatial working memory embedded in a rewarding game system. The training will consist of 25 sessions of 15 min, 5 days a week. For all tasks, a number of visual stimuli were presented sequentially on the computer screen and the participant has to remember both their location and order to subsequently respond by mouse clicking the targets in correct order. There will be adjustment of difficulty that difficulty level will be automatically adapted to the highest achievable level of each participant in the experiment.The app has been successfully implemented in seven local primary schools in Hong Kong. Both phonological and visual-spatial working memory were assessed in pre-intervention stage and post-intervention stage. A preliminary data analysis has been done. The training effect was found to be significant and positive in the all the training groups in improving working memory.