Interactivity, Game Creation, Design, Learning, and Innovation. 7th EAI International Conference, ArtsIT 2018, and 3rd EAI International Conference, DLI 2018, ICTCC 2018, Braga, Portugal, October 24–26, 2018, Proceedings

Research Article

Effectiveness and Usability of a Developed Collaborative Online Tool for Children with ADHD

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  • @INPROCEEDINGS{10.1007/978-3-030-06134-0_52,
        author={Doaa Sinnari and Paul Krause and Maysoon Abulkhair},
        title={Effectiveness and Usability of a Developed Collaborative Online Tool for Children with ADHD},
        proceedings={Interactivity, Game Creation, Design, Learning, and Innovation. 7th EAI International Conference, ArtsIT 2018, and 3rd EAI International Conference, DLI 2018, ICTCC 2018, Braga, Portugal, October 24--26, 2018, Proceedings},
        proceedings_a={ARTSIT \& DLI},
        year={2019},
        month={1},
        keywords={ADHD E-collaboration Effectiveness Usability},
        doi={10.1007/978-3-030-06134-0_52}
    }
    
  • Doaa Sinnari
    Paul Krause
    Maysoon Abulkhair
    Year: 2019
    Effectiveness and Usability of a Developed Collaborative Online Tool for Children with ADHD
    ARTSIT & DLI
    Springer
    DOI: 10.1007/978-3-030-06134-0_52
Doaa Sinnari1,*, Paul Krause1,*, Maysoon Abulkhair2,*
  • 1: University of Surrey
  • 2: King Abdulaziz University (KAU)
*Contact email: d.sinnari@surrey.ac.uk, p.krause@surrey.ac.uk, mabualkhair@kau.edu.sa

Abstract

This study evaluated the effectiveness and usability of a developed collaborative online tool (chit-chat) for children with Attention Deficit Hyperactivity Disorder (ADHD). We studied whether this tool influenced children’s Knowledge and experience exchange, motivation, behavioral abilities and social skills while using another learning tool, ACTIVATE. A total of seven Saudi children with ADHD aged from 6 to 8 years were assigned to the collaborative intervention using iPads. They were asked to play mini games that positively affect children with ADHD cognitively and behaviorally, then chat using our developed collaborative online tool, for three sessions. Progress points were measured and quantitatively analyzed before and after the intervention, thematic analysis was applied on the qualitative data. Participants showed improvements in overall performance when using the learning tool ACTIVATE. E-collaboration was found to be effective to children with ADHD and positively influencing their knowledge, experience, motivation and social skills.