TY - GEN
T1 - Multidisciplinary Virtual Environments for Kids with ADHD
T2 - 5th International Conference on Inclusive Technologies and Education, CONTIE 2022
AU - Munoz-Bautista, Humberto
AU - Cardona-Reyes, Hector
AU - Ortiz-Esparza, Miguel Angel
AU - Guzman-Mendoza, Jose Eder
AU - Villalba-Condori, Klinge Orlando
AU - Mamani-Calcina, Jorge Gilbert
N1 - Publisher Copyright:
© 2022 IEEE.
PY - 2022
Y1 - 2022
N2 - This work addresses the incorporation of virtual environments as a support to the needs of elementary school students with ADHD. The incorporation of these environments under a multidisciplinary approach can help to strengthen children's skills in a playful and motivating way allowing specialists to work on specific areas of ADHD. For this purpose, a model based on the algorithm for the identification and diagnosis of ADHD is presented from the computational point of view to obtain the design requirements of the proposed virtual environments. A pilot study involving 5 children identified with ADHD and learning disabilities is presented. It was a multidisciplinary team composed of a special education teacher who supports children with learning disabilities and ADHD and the group's teacher in an elementary education institution. Four key ADHD skills (Instruction, Directionality, Memory and Attention) were identified and assessed through the use of the Maze3D virtual environment in which the user used the LeapMotion controller. The results obtained from the evaluation of skills showed an increase in the directionality and memory skills while the instruction and attention skills presented similar or lower values than the pre-test. We also conducted a user experience evaluation which indicated that users were most satisfied with the use of the application.
AB - This work addresses the incorporation of virtual environments as a support to the needs of elementary school students with ADHD. The incorporation of these environments under a multidisciplinary approach can help to strengthen children's skills in a playful and motivating way allowing specialists to work on specific areas of ADHD. For this purpose, a model based on the algorithm for the identification and diagnosis of ADHD is presented from the computational point of view to obtain the design requirements of the proposed virtual environments. A pilot study involving 5 children identified with ADHD and learning disabilities is presented. It was a multidisciplinary team composed of a special education teacher who supports children with learning disabilities and ADHD and the group's teacher in an elementary education institution. Four key ADHD skills (Instruction, Directionality, Memory and Attention) were identified and assessed through the use of the Maze3D virtual environment in which the user used the LeapMotion controller. The results obtained from the evaluation of skills showed an increase in the directionality and memory skills while the instruction and attention skills presented similar or lower values than the pre-test. We also conducted a user experience evaluation which indicated that users were most satisfied with the use of the application.
KW - ADHD
KW - elementary school
KW - multidisciplinary model
KW - virtual environments
UR - http://www.scopus.com/inward/record.url?scp=85146719989&partnerID=8YFLogxK
U2 - 10.1109/CONTIE56301.2022.10004411
DO - 10.1109/CONTIE56301.2022.10004411
M3 - Conference contribution
AN - SCOPUS:85146719989
T3 - CONTIE 2022 - 5th International Conference on Inclusive Technologies and Education and the 2nd International Conference of the Project Promoting Accessibility of Students with Disability to Higher Education in Cuba, Costa Rica and Dominican Republic
BT - CONTIE 2022 - 5th International Conference on Inclusive Technologies and Education and the 2nd International Conference of the Project Promoting Accessibility of Students with Disability to Higher Education in Cuba, Costa Rica and Dominican Republic
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 25 October 2022 through 28 October 2022
ER -