The effectiveness of spatial visualization training for children with and without Attention Deficit Hyperactivity Disorder (ADHD).

摘要

The development of spatial ability in children is crucial to their success in learning geometry. The lack of spatial development could result in students not being able to comprehend embedded figures and conflicting shapes during mathematics instruction. The current study evaluated and compared the use of computer-generated training as a method of assistive instructional technology to enhance spatial ability for students with and without ADHD. The study recruited a total of 50 seventh and eighth grade students with and without ADHD from local schools. The study assessed student responses to two different computer-generated training sessions -- static and dynamic conditions. Both conditions included the same text, but the graphics associated with dynamic instruction were animated (moving), whereas the static condition included graphics that were fixed. The findings revealed improvement in the static condition for students with and without ADHD. However, the performance of male students with ADHD was significantly diminished in the dynamic condition.