In the last article, we supported the use of print books in early childhood education because of the significant advantages it has over digital technology. Today’s article is aimed at promoting digital learning because of its inherent benefits on pupils with learning disorder. Thus, the difference in both is found in their users. Our focus today is on Attention-Deficit Hyperactivity
Disorder (ADHD).
ADHD is a neurodevelopmental disorder that affects a significant portion of pupil’s population. Individuals with ADHD often struggle with maintaining attention, organization, and impulse control, which can affect their academic performance. This is more detectable in younger pupils who find it difficult to understand and deal with the problem.
The use of computer-aided education has become increasingly popular in recent years as a tool to aid learning for pupils with ADHD. However, the perception of ADHD pupils towards computer-aided education varies, and this has been a subject of discourse.
Many pupils with ADHD find traditional classroom settings challenging due to the need for sustained focus and attention. Computer-aided education has the potential to address this challenge by providing interactive and engaging activities that can capture and maintain the pupil’s attention. Additionally, the use of technology in education can also help pupils with ADHD to organize their thoughts, enhance their reading comprehension, and boost their academic performance.
However, the perception of ADHD pupils towards computer-aided education is not uniform. While some pupils find it helpful, others find it distracting or overwhelming. This difference in perception is often dependent on factors such as the severity of the pupil’s ADHD, the type of software used, and the pupil’s learning style.
For some pupils with ADHD, the use of computer-aided education may exacerbate their symptoms, leading to more significant difficulties in focusing and retaining information. The presence of visual and auditory distractions in some educational software may also contribute to the pupils’ difficulties in maintaining attention. Additionally, pupils who struggle with executive function, a common symptom of ADHD, may find it challenging to navigate the software’s interface, leading to frustration and disengagement.
However, for other pupils with ADHD, computer-aided education can be an effective learning tool. The interactive and multisensory nature of many educational software can capture and maintain the pupils’ attention, leading to better academic performance. Additionally, some software is designed to provide immediate feedback and reinforcement, which can enhance motivation and engagement. Furthermore, pupils with ADHD who struggle with organization and memory can benefit from the use of technology to track their progress and monitor their learning.
In conclusion, the perception of ADHD pupils towards computer-aided education is a subject of discourse, with varying opinions on the effectiveness of the tool. While some pupils find it helpful, others find it challenging to navigate and may experience increased distractibility. The use of computer-aided education for pupils with ADHD should be individualized, taking into account the severity of the pupil’s ADHD and their learning style. Additionally, the software used should be carefully selected to ensure that it aligns with the pupils’ needs and abilities. With proper implementation, computer-aided education can be an effective tool to aid learning for pupils with ADHD.
Amara Ann Unachukwu
