تاثیر آموزش از طریق فن‌آوری سیار بر یادگیری تأملی و شناختی دانش‌آموزان دارای اختلال نقص توجه- بیشفعالی
محورهای موضوعی : آموزش از راه دور
اکرم حافظی
1
(استادیار، برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فرهنگیان پردیس نسیبه، تهران، ایران)
فاطمه دیمی آهویی
2
(** کارشناسی آموزش ابتدایی، دانشگاه فرهنگیان، شیراز، ایران)
نیما خادمی
3
(** کارشناسی آموزش ابتدایی، دانشگاه فرهنگیان، شیراز، ایران)
کلید واژه: نقص توجه, یادگیری سیار, یادگیری شناختی, فن‌آوری سیار, یادگیری تأملی, بیش‌فعّالی,
چکیده مقاله :
پژوهش حاضر با تاثیر آموزش از طریق فن آوری سیار بر یادگیری تأملی و شناختی دانش‌آموزان با اختلالADHD انجام گرفت. روش پژوهش؛ شبه تجربی از نوع پیش آزمون-پس آزمون با گروه کنترل بود. جامعۀ آماری شامل کلیۀ دانش‌آموزان دارای اختلال نقص توجه-بیش فعالی مقطع متوسطه منطقۀ 2 آموزش و پرورش شهر تهران به تعداد 476 نفر بود. با استفاده از روش نمونه گیری در دسترس تعداد 40 دانش آموز پسر با نقص توجه به عنوان نمونه انتخاب شدند.با استفاده از پرسشنامۀ کانرز فرم والدین (2004) و با بررسی پروندۀ دانش‌آموزان با همکاری مدیران مدارس؛ دانش‌آموزان پایۀ دوازدهم دارای اختلال نقص توجه-بیشفعالی شناسایی شدند. پس از همسان‌سازی ناشی از اجرای پیش‌آزمون،نمونۀ حاضر به صورت تصادفی در دو گروه 20 نفری، آزمایش و کنترل جایگزین شدند؛ ابزار گردآوری داده ها شامل پرسشنامۀ بود.داده های با استفاده از نرم افزار SPSS25 تجزیه و تحلیل شدند.آموزش از طریق فن‌آوری سیار بر یادگیری شناختی و راهبرد‌های شناختی تکرار یا مرور، بسط یا گسترش و سازمان دهی دانش‌آموزان بیش‌فعّالی دورۀ ابتدایی تأثیر معنادار دارد( 074/6 F= و p≤0/05). همچنین آموزش از طریق فن آوری سیار بر یادگیری تاملی و عمل عادت، فهمیدن، تامل و تفکر انتقادی دانش‌آموزان بیش‌فعّالی دورۀ ابتدایی تأثیر معنادار دارد( 02/4F= و p≤0/05).
research method; The quasi-experimental type was pre-test-post-test with a control group. The statistical population included all the students with attention deficit hyperactivity disorder in the secondary level of the 2nd education region of Tehran, numbering 476 people. Using available sampling method, 40 male students with attention deficit were selected as samples. By using the Connors Parent Form Questionnaire (2004) and by examining the students' files with the cooperation of school administrators; 12th grade students were diagnosed with attention deficit-hyperactivity disorder. After the assimilation caused by the implementation of the pre-test, the questionnaire of reflective learning and cognitive learning, the present sample was randomly replaced in two groups of 20 people, test and control; The data collection tool included the reflective thinking questionnaire of Kamber et al. Data were analyzed using SPSS25 software. In order to analyze the data, descriptive (mean and standard deviation) and inferential (covariance analysis) statistics were used. The results of the research showed that education through mobile technology has a significant effect on cognitive learning and cognitive strategies of repetition or review, expansion or expansion and organization of hyperactive primary school students(F=6.074 and p≤0.05).
Buitelaar, J. K. (2017). Optimising treatment strategies for ADHD in adolescence to minimise ‘lost in transition’to adulthood. Epidemiology and psychiatric sciences, 26(5), 448-452.
Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment. New York: Guilford.
Baturay, M. H. (2011). Relationships among sense of classroom community, perceived cognitive learning and satisfaction of students at an e-learning course. Interactive Learning Environments, 19(5), 563-575.
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827.
Bul, K. C., Doove, L. L., Franken, I. H., Oord, S. V. D., Kato, P. M., & Maras, A. (2018). A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?. PloS one, 13(3), e0193681.
Cibrian, F. L., Monteiro, E., Ankrah, E., Beltran, J. A., Tavakoulnia, A., Schuck, S. E., ... & Lakes, K. D. (2021). Parents’ perspectives on a smartwatch intervention for children with ADHD: Rapid deployment and feasibility evaluation of a pilot intervention to support distance learning during COVID-19. PloS one, 16(10), e0258959.
Cochrane, T. (2013) ‘M-Learning as a catalyst for pedagogical change’, in Berge, Z.L. and Muilenburg, L.Y. (Eds): Handbook of Mobile Learning, Routledge, New York, NY
Coma-Roselló, T., Blasco-Serrano, A. C., Garrido Laparte, M. Á., & Aguelo Arguis, A. (2020). Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD). Research and Practice in Technology Enhanced Learning, 15(1), 1-20.
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: the role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63–68. https://doi.org/10.1016/j.tine.2013.12.001.
Craven, M. P., & Groom, M. J. (2015). Computer Games for User Engagement in Attention Deficit Hyperactivity Disorder (ADHD) Monitoring and Therapy. Proceedings-2015 International Conference on Interactive Technologies and Games, ITAG 2015 (2016), 34–40.
Dangel, H.L. and Wang, C.X. (2008) ‘Student response systems in higher education: moving beyond linear teaching and surface learning’, Journal of Educational Technology Development and Exchange, Vol. 1, No. 1, 93–104
Das, J. P., & Misra, S. B. (2015). Cognitive planning and executive functions. London: Sage.
Evendi, E., Pardi, M. H. H., Sucipto, L., Bayani, F., & Prayogi, S. (2022). Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2129.
Fleming TM, Bavin L, Stasiak K, (2017). Hermansson-Webb E, Merry SN, Cheek C, et al.. Serious games and gamification for mental health: current status and promising directions. Front Psychiatry. 7:215. 10.3389/fpsyt.2016.00215
Friel, C. L. (2022). Experiences of students with attention deficit/hyperactivity disorder (ADHD) in online learning environments: a multi-case study (Doctoral dissertation, University of Missouri--Columbia).
Güler, M., Bütüner, S. Ö., Danişman, Ş., & Gürsoy, K. (2022). A meta-analysis of the impact of mobile learning on mathematics achievement. Education and Information Technologies, 27(2), 1725-1745.
Ha, S., Han, J. H., Ahn, J., Lee, K., Heo, J., Choi, Y., ... & Cheon, K. A. (2022). Pilot study of a mobile application-based intervention to induce changes in neural activity in the frontal region and behaviors in children with attention deficit hyperactivity disorder and/or intellectual disability. Journal of Psychiatric Research, 146, 286-296.
Hamzaei, A., Bagheri, M., Mousavipour, S. (2016). The effect of mobile learning based on Ganieh's educational design model on students' self-regulated learning strategies. Quarterly Journal of Information and Communication Technology in Educational Sciences, 7(4). 131-147.(in Persian).
Hwang, G.J. (2012). ‘Definition, framework and research issues of smart learning environments – a context-aware ubiquitous learning perspective’, Smart Learning Environments, Vol. 1, No. 4. doi:10.1186/s40561-014-0004-5.
Hwang, G.J., Wu, P.H. and Ke, H.R. (2011) ‘An interactive concept map approach to supporting mobile learning activities for natural science courses’, Computers & Education, 57,.4.2272–2280.
Jiang, H., Natarajan, R., Shuy, Y. K., Rong, L., Zhang, M. W., & Vallabhajosyula, R. (2022). The Use of Mobile Games in the Management of Patients With Attention Deficit Hyperactive Disorder: A Scoping Review. Frontiers in Psychiatry, 13.
karimi mooanaghi H, sadeghnezhad M. (2013). reflective learninig,a new approach in nursing education. RME.; 5 (2) :55-57.(in Persian).
Kuijper, S. J. M., Hartman, C. A., Bogaerds-Hazenberg, S. T. M., & Hendriks, P. (2017). Narrative production in children with autism spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD): Similarities and differences. Journal of Abnormal Psychology, 126(1), 63–75. https://doi.org/10.1037/abn0000231.
Kwan, H. Y., Lin, L., Fahy, C., Shell, J., Pang, S., & Xing, Y. (2022, March). Designing VR training systems for children with attention deficit hyperactivity disorder (ADHD). In 2022 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW) (pp. 88-89). IEEE.
Matthews M, Nigg JT, Fair DA. (2014). Attention deficit hyperactivity disorder. Curr Top Behav Neurosci. 16:235–66. 10.1007/978-3-662-45758-0_249
Mirkazehi Rigi, Z., Tafzali, M., Karimi Monghi, H., Taghipour, A. (2018). The effect of reflective learning strategy on improving critical thinking skills in midwifery students, https://civilica.com/doc/1512756.(in Persian).
NICE guideline,. Attention Deficit Hyperactivity Disorder: Diagnosis Management. (2018). Available online at: https://www.nice.org.uk/guidance/ng87
nemati koshteli R.(2021). The Impact of Cognitive Learning Strategies on The Auditor's Neutrality (A Test of self-regulatory Learning Strategies Theory). َAAPC. 6 (11) :123-158
Quinn, C., & Hobbs, S. (2020). Learning objects and instruction components. Journal of Educational Technology & Society, 3(2), 13-20.
Raihan, M. A., & Han, S. L. (2012). Technology integration for meaningful learning-the constructivist view. Manzoor Ahmed, 17.
Robert, G., Cornwell, J., Locock, L., Purushotham, A., Sturmey, G., & Gager, M. (2015). Patients and staff as codesigners of healthcare services. Bmj, 350.
Rostami, M. (2021). The effectiveness of group cognitive therapy by Michael Frey's method on reducing rumination and improving depression in female high school students. Journal of Educational Psychology Studies, 18(41), 171-150. doi: 10.22111/jeps.2021.6194.(in Persian).
Shadiev, R., Hwang, W. Y., Huang, Y. M., & Liu, T. Y. (2015). The impact of supported and annotated mobile learning on achievement and cognitive load. Journal of Educational Technology & Society, 18(4), 53-69.
Sheehan, R. Hassiotis, A. (2017). Digital mental health and intellectual disabilities: state of the evidence and future directions Evid. Base Ment. Health, 20 (4), 107-111.
Silver, L.(2019). Smartphone ownership is growing rapidly around the world, but not always equally https://www.pewresearch.org/global/2019/02/05/smartphone-ownership-is-growing-rapidly-around-the-world-but-not-always-equally/
Tlili, A., Padilla-Zea, N., Garzón, J., Wang, Y., Kinshuk, K., & Burgos, D. (2022). The changing landscape of mobile learning pedagogy: A systematic literature review. Interactive Learning Environments, 1-18.
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Buitelaar, J. K. (2017). Optimising treatment strategies for ADHD in adolescence to minimise ‘lost in transition’to adulthood. Epidemiology and psychiatric sciences, 26(5), 448-452.
Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment. New York: Guilford.
Baturay, M. H. (2011). Relationships among sense of classroom community, perceived cognitive learning and satisfaction of students at an e-learning course. Interactive Learning Environments, 19(5), 563-575.
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827.
Bul, K. C., Doove, L. L., Franken, I. H., Oord, S. V. D., Kato, P. M., & Maras, A. (2018). A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?. PloS one, 13(3), e0193681.
Cibrian, F. L., Monteiro, E., Ankrah, E., Beltran, J. A., Tavakoulnia, A., Schuck, S. E., ... & Lakes, K. D. (2021). Parents’ perspectives on a smartwatch intervention for children with ADHD: Rapid deployment and feasibility evaluation of a pilot intervention to support distance learning during COVID-19. PloS one, 16(10), e0258959.
Cochrane, T. (2013) ‘M-Learning as a catalyst for pedagogical change’, in Berge, Z.L. and Muilenburg, L.Y. (Eds): Handbook of Mobile Learning, Routledge, New York, NY
Coma-Roselló, T., Blasco-Serrano, A. C., Garrido Laparte, M. Á., & Aguelo Arguis, A. (2020). Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD). Research and Practice in Technology Enhanced Learning, 15(1), 1-20.
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: the role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63–68. https://doi.org/10.1016/j.tine.2013.12.001.
Craven, M. P., & Groom, M. J. (2015). Computer Games for User Engagement in Attention Deficit Hyperactivity Disorder (ADHD) Monitoring and Therapy. Proceedings-2015 International Conference on Interactive Technologies and Games, ITAG 2015 (2016), 34–40.
Dangel, H.L. and Wang, C.X. (2008) ‘Student response systems in higher education: moving beyond linear teaching and surface learning’, Journal of Educational Technology Development and Exchange, Vol. 1, No. 1, 93–104
Das, J. P., & Misra, S. B. (2015). Cognitive planning and executive functions. London: Sage.
Evendi, E., Pardi, M. H. H., Sucipto, L., Bayani, F., & Prayogi, S. (2022). Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2129.
Fleming TM, Bavin L, Stasiak K, (2017). Hermansson-Webb E, Merry SN, Cheek C, et al.. Serious games and gamification for mental health: current status and promising directions. Front Psychiatry. 7:215. 10.3389/fpsyt.2016.00215
Friel, C. L. (2022). Experiences of students with attention deficit/hyperactivity disorder (ADHD) in online learning environments: a multi-case study (Doctoral dissertation, University of Missouri--Columbia).
Güler, M., Bütüner, S. Ö., Danişman, Ş., & Gürsoy, K. (2022). A meta-analysis of the impact of mobile learning on mathematics achievement. Education and Information Technologies, 27(2), 1725-1745.
Ha, S., Han, J. H., Ahn, J., Lee, K., Heo, J., Choi, Y., ... & Cheon, K. A. (2022). Pilot study of a mobile application-based intervention to induce changes in neural activity in the frontal region and behaviors in children with attention deficit hyperactivity disorder and/or intellectual disability. Journal of Psychiatric Research, 146, 286-296.
Hamzaei, A., Bagheri, M., Mousavipour, S. (2016). The effect of mobile learning based on Ganieh's educational design model on students' self-regulated learning strategies. Quarterly Journal of Information and Communication Technology in Educational Sciences, 7(4). 131-147.(in Persian).
Hwang, G.J. (2012). ‘Definition, framework and research issues of smart learning environments – a context-aware ubiquitous learning perspective’, Smart Learning Environments, Vol. 1, No. 4. doi:10.1186/s40561-014-0004-5.
Hwang, G.J., Wu, P.H. and Ke, H.R. (2011) ‘An interactive concept map approach to supporting mobile learning activities for natural science courses’, Computers & Education, 57,.4.2272–2280.
Jiang, H., Natarajan, R., Shuy, Y. K., Rong, L., Zhang, M. W., & Vallabhajosyula, R. (2022). The Use of Mobile Games in the Management of Patients With Attention Deficit Hyperactive Disorder: A Scoping Review. Frontiers in Psychiatry, 13.
karimi mooanaghi H, sadeghnezhad M. (2013). reflective learninig,a new approach in nursing education. RME.; 5 (2) :55-57.(in Persian).
Kuijper, S. J. M., Hartman, C. A., Bogaerds-Hazenberg, S. T. M., & Hendriks, P. (2017). Narrative production in children with autism spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD): Similarities and differences. Journal of Abnormal Psychology, 126(1), 63–75. https://doi.org/10.1037/abn0000231.
Kwan, H. Y., Lin, L., Fahy, C., Shell, J., Pang, S., & Xing, Y. (2022, March). Designing VR training systems for children with attention deficit hyperactivity disorder (ADHD). In 2022 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW) (pp. 88-89). IEEE.
Matthews M, Nigg JT, Fair DA. (2014). Attention deficit hyperactivity disorder. Curr Top Behav Neurosci. 16:235–66. 10.1007/978-3-662-45758-0_249
Mirkazehi Rigi, Z., Tafzali, M., Karimi Monghi, H., Taghipour, A. (2018). The effect of reflective learning strategy on improving critical thinking skills in midwifery students, https://civilica.com/doc/1512756.(in Persian).
NICE guideline,. Attention Deficit Hyperactivity Disorder: Diagnosis Management. (2018). Available online at: https://www.nice.org.uk/guidance/ng87
nemati koshteli R.(2021). The Impact of Cognitive Learning Strategies on The Auditor's Neutrality (A Test of self-regulatory Learning Strategies Theory). َAAPC. 6 (11) :123-158
Quinn, C., & Hobbs, S. (2020). Learning objects and instruction components. Journal of Educational Technology & Society, 3(2), 13-20.
Raihan, M. A., & Han, S. L. (2012). Technology integration for meaningful learning-the constructivist view. Manzoor Ahmed, 17.
Robert, G., Cornwell, J., Locock, L., Purushotham, A., Sturmey, G., & Gager, M. (2015). Patients and staff as codesigners of healthcare services. Bmj, 350.
Rostami, M. (2021). The effectiveness of group cognitive therapy by Michael Frey's method on reducing rumination and improving depression in female high school students. Journal of Educational Psychology Studies, 18(41), 171-150. doi: 10.22111/jeps.2021.6194.(in Persian).
Shadiev, R., Hwang, W. Y., Huang, Y. M., & Liu, T. Y. (2015). The impact of supported and annotated mobile learning on achievement and cognitive load. Journal of Educational Technology & Society, 18(4), 53-69.
Sheehan, R. Hassiotis, A. (2017). Digital mental health and intellectual disabilities: state of the evidence and future directions Evid. Base Ment. Health, 20 (4), 107-111.
Silver, L.(2019). Smartphone ownership is growing rapidly around the world, but not always equally https://www.pewresearch.org/global/2019/02/05/smartphone-ownership-is-growing-rapidly-around-the-world-but-not-always-equally/
Tlili, A., Padilla-Zea, N., Garzón, J., Wang, Y., Kinshuk, K., & Burgos, D. (2022). The changing landscape of mobile learning pedagogy: A systematic literature review. Interactive Learning Environments, 1-18.
Buitelaar, J. K. (2017). Optimising treatment strategies for ADHD in adolescence to minimise ‘lost in transition’to adulthood. Epidemiology and psychiatric sciences, 26(5), 448-452.
Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment. New York: Guilford.
Baturay, M. H. (2011). Relationships among sense of classroom community, perceived cognitive learning and satisfaction of students at an e-learning course. Interactive Learning Environments, 19(5), 563-575.
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827.
Bul, K. C., Doove, L. L., Franken, I. H., Oord, S. V. D., Kato, P. M., & Maras, A. (2018). A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?. PloS one, 13(3), e0193681.
Cibrian, F. L., Monteiro, E., Ankrah, E., Beltran, J. A., Tavakoulnia, A., Schuck, S. E., ... & Lakes, K. D. (2021). Parents’ perspectives on a smartwatch intervention for children with ADHD: Rapid deployment and feasibility evaluation of a pilot intervention to support distance learning during COVID-19. PloS one, 16(10), e0258959.
Cochrane, T. (2013) ‘M-Learning as a catalyst for pedagogical change’, in Berge, Z.L. and Muilenburg, L.Y. (Eds): Handbook of Mobile Learning, Routledge, New York, NY
Coma-Roselló, T., Blasco-Serrano, A. C., Garrido Laparte, M. Á., & Aguelo Arguis, A. (2020). Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD). Research and Practice in Technology Enhanced Learning, 15(1), 1-20.
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: the role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63–68. https://doi.org/10.1016/j.tine.2013.12.001.
Craven, M. P., & Groom, M. J. (2015). Computer Games for User Engagement in Attention Deficit Hyperactivity Disorder (ADHD) Monitoring and Therapy. Proceedings-2015 International Conference on Interactive Technologies and Games, ITAG 2015 (2016), 34–40.
Dangel, H.L. and Wang, C.X. (2008) ‘Student response systems in higher education: moving beyond linear teaching and surface learning’, Journal of Educational Technology Development and Exchange, Vol. 1, No. 1, 93–104
Das, J. P., & Misra, S. B. (2015). Cognitive planning and executive functions. London: Sage.
Evendi, E., Pardi, M. H. H., Sucipto, L., Bayani, F., & Prayogi, S. (2022). Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2129.
Fleming TM, Bavin L, Stasiak K, (2017). Hermansson-Webb E, Merry SN, Cheek C, et al.. Serious games and gamification for mental health: current status and promising directions. Front Psychiatry. 7:215. 10.3389/fpsyt.2016.00215
Friel, C. L. (2022). Experiences of students with attention deficit/hyperactivity disorder (ADHD) in online learning environments: a multi-case study (Doctoral dissertation, University of Missouri--Columbia).
Güler, M., Bütüner, S. Ö., Danişman, Ş., & Gürsoy, K. (2022). A meta-analysis of the impact of mobile learning on mathematics achievement. Education and Information Technologies, 27(2), 1725-1745.
Ha, S., Han, J. H., Ahn, J., Lee, K., Heo, J., Choi, Y., ... & Cheon, K. A. (2022). Pilot study of a mobile application-based intervention to induce changes in neural activity in the frontal region and behaviors in children with attention deficit hyperactivity disorder and/or intellectual disability. Journal of Psychiatric Research, 146, 286-296.
Hamzaei, A., Bagheri, M., Mousavipour, S. (2016). The effect of mobile learning based on Ganieh's educational design model on students' self-regulated learning strategies. Quarterly Journal of Information and Communication Technology in Educational Sciences, 7(4). 131-147.(in Persian).
Hwang, G.J. (2012). ‘Definition, framework and research issues of smart learning environments – a context-aware ubiquitous learning perspective’, Smart Learning Environments, Vol. 1, No. 4. doi:10.1186/s40561-014-0004-5.
Hwang, G.J., Wu, P.H. and Ke, H.R. (2011) ‘An interactive concept map approach to supporting mobile learning activities for natural science courses’, Computers & Education, 57,.4.2272–2280.
Jiang, H., Natarajan, R., Shuy, Y. K., Rong, L., Zhang, M. W., & Vallabhajosyula, R. (2022). The Use of Mobile Games in the Management of Patients With Attention Deficit Hyperactive Disorder: A Scoping Review. Frontiers in Psychiatry, 13.
karimi mooanaghi H, sadeghnezhad M. (2013). reflective learninig,a new approach in nursing education. RME.; 5 (2) :55-57.(in Persian).
Kuijper, S. J. M., Hartman, C. A., Bogaerds-Hazenberg, S. T. M., & Hendriks, P. (2017). Narrative production in children with autism spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD): Similarities and differences. Journal of Abnormal Psychology, 126(1), 63–75. https://doi.org/10.1037/abn0000231.
Kwan, H. Y., Lin, L., Fahy, C., Shell, J., Pang, S., & Xing, Y. (2022, March). Designing VR training systems for children with attention deficit hyperactivity disorder (ADHD). In 2022 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW) (pp. 88-89). IEEE.
Matthews M, Nigg JT, Fair DA. (2014). Attention deficit hyperactivity disorder. Curr Top Behav Neurosci. 16:235–66. 10.1007/978-3-662-45758-0_249
Mirkazehi Rigi, Z., Tafzali, M., Karimi Monghi, H., Taghipour, A. (2018). The effect of reflective learning strategy on improving critical thinking skills in midwifery students, https://civilica.com/doc/1512756.(in Persian).
NICE guideline,. Attention Deficit Hyperactivity Disorder: Diagnosis Management. (2018). Available online at: https://www.nice.org.uk/guidance/ng87
nemati koshteli R.(2021). The Impact of Cognitive Learning Strategies on The Auditor's Neutrality (A Test of self-regulatory Learning Strategies Theory). َAAPC. 6 (11) :123-158
Quinn, C., & Hobbs, S. (2020). Learning objects and instruction components. Journal of Educational Technology & Society, 3(2), 13-20.
Raihan, M. A., & Han, S. L. (2012). Technology integration for meaningful learning-the constructivist view. Manzoor Ahmed, 17.
Robert, G., Cornwell, J., Locock, L., Purushotham, A., Sturmey, G., & Gager, M. (2015). Patients and staff as codesigners of healthcare services. Bmj, 350.
Rostami, M. (2021). The effectiveness of group cognitive therapy by Michael Frey's method on reducing rumination and improving depression in female high school students. Journal of Educational Psychology Studies, 18(41), 171-150. doi: 10.22111/jeps.2021.6194.(in Persian).
Shadiev, R., Hwang, W. Y., Huang, Y. M., & Liu, T. Y. (2015). The impact of supported and annotated mobile learning on achievement and cognitive load. Journal of Educational Technology & Society, 18(4), 53-69.
Sheehan, R. Hassiotis, A. (2017). Digital mental health and intellectual disabilities: state of the evidence and future directions Evid. Base Ment. Health, 20 (4), 107-111.
Silver, L.(2019). Smartphone ownership is growing rapidly around the world, but not always equally https://www.pewresearch.org/global/2019/02/05/smartphone-ownership-is-growing-rapidly-around-the-world-but-not-always-equally/
Tlili, A., Padilla-Zea, N., Garzón, J., Wang, Y., Kinshuk, K., & Burgos, D. (2022). The changing landscape of mobile learning pedagogy: A systematic literature review. Interactive Learning Environments, 1-18.
Buitelaar, J. K. (2017). Optimising treatment strategies for ADHD in adolescence to minimise ‘lost in transition’to adulthood. Epidemiology and psychiatric sciences, 26(5), 448-452.
Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment. New York: Guilford.
Baturay, M. H. (2011). Relationships among sense of classroom community, perceived cognitive learning and satisfaction of students at an e-learning course. Interactive Learning Environments, 19(5), 563-575.
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827.
Bul, K. C., Doove, L. L., Franken, I. H., Oord, S. V. D., Kato, P. M., & Maras, A. (2018). A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?. PloS one, 13(3), e0193681.
Cibrian, F. L., Monteiro, E., Ankrah, E., Beltran, J. A., Tavakoulnia, A., Schuck, S. E., ... & Lakes, K. D. (2021). Parents’ perspectives on a smartwatch intervention for children with ADHD: Rapid deployment and feasibility evaluation of a pilot intervention to support distance learning during COVID-19. PloS one, 16(10), e0258959.
Cochrane, T. (2013) ‘M-Learning as a catalyst for pedagogical change’, in Berge, Z.L. and Muilenburg, L.Y. (Eds): Handbook of Mobile Learning, Routledge, New York, NY
Coma-Roselló, T., Blasco-Serrano, A. C., Garrido Laparte, M. Á., & Aguelo Arguis, A. (2020). Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD). Research and Practice in Technology Enhanced Learning, 15(1), 1-20.
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: the role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63–68. https://doi.org/10.1016/j.tine.2013.12.001.
Craven, M. P., & Groom, M. J. (2015). Computer Games for User Engagement in Attention Deficit Hyperactivity Disorder (ADHD) Monitoring and Therapy. Proceedings-2015 International Conference on Interactive Technologies and Games, ITAG 2015 (2016), 34–40.
Dangel, H.L. and Wang, C.X. (2008) ‘Student response systems in higher education: moving beyond linear teaching and surface learning’, Journal of Educational Technology Development and Exchange, Vol. 1, No. 1, 93–104
Das, J. P., & Misra, S. B. (2015). Cognitive planning and executive functions. London: Sage.
Evendi, E., Pardi, M. H. H., Sucipto, L., Bayani, F., & Prayogi, S. (2022). Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2129.
Fleming TM, Bavin L, Stasiak K, (2017). Hermansson-Webb E, Merry SN, Cheek C, et al.. Serious games and gamification for mental health: current status and promising directions. Front Psychiatry. 7:215. 10.3389/fpsyt.2016.00215
Friel, C. L. (2022). Experiences of students with attention deficit/hyperactivity disorder (ADHD) in online learning environments: a multi-case study (Doctoral dissertation, University of Missouri--Columbia).
Güler, M., Bütüner, S. Ö., Danişman, Ş., & Gürsoy, K. (2022). A meta-analysis of the impact of mobile learning on mathematics achievement. Education and Information Technologies, 27(2), 1725-1745.
Ha, S., Han, J. H., Ahn, J., Lee, K., Heo, J., Choi, Y., ... & Cheon, K. A. (2022). Pilot study of a mobile application-based intervention to induce changes in neural activity in the frontal region and behaviors in children with attention deficit hyperactivity disorder and/or intellectual disability. Journal of Psychiatric Research, 146, 286-296.
Hamzaei, A., Bagheri, M., Mousavipour, S. (2016). The effect of mobile learning based on Ganieh's educational design model on students' self-regulated learning strategies. Quarterly Journal of Information and Communication Technology in Educational Sciences, 7(4). 131-147.(in Persian).
Hwang, G.J. (2012). ‘Definition, framework and research issues of smart learning environments – a context-aware ubiquitous learning perspective’, Smart Learning Environments, Vol. 1, No. 4. doi:10.1186/s40561-014-0004-5.
Hwang, G.J., Wu, P.H. and Ke, H.R. (2011) ‘An interactive concept map approach to supporting mobile learning activities for natural science courses’, Computers & Education, 57,.4.2272–2280.
Jiang, H., Natarajan, R., Shuy, Y. K., Rong, L., Zhang, M. W., & Vallabhajosyula, R. (2022). The Use of Mobile Games in the Management of Patients With Attention Deficit Hyperactive Disorder: A Scoping Review. Frontiers in Psychiatry, 13.
karimi mooanaghi H, sadeghnezhad M. (2013). reflective learninig,a new approach in nursing education. RME.; 5 (2) :55-57.(in Persian).
Kuijper, S. J. M., Hartman, C. A., Bogaerds-Hazenberg, S. T. M., & Hendriks, P. (2017). Narrative production in children with autism spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD): Similarities and differences. Journal of Abnormal Psychology, 126(1), 63–75. https://doi.org/10.1037/abn0000231.
Kwan, H. Y., Lin, L., Fahy, C., Shell, J., Pang, S., & Xing, Y. (2022, March). Designing VR training systems for children with attention deficit hyperactivity disorder (ADHD). In 2022 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW) (pp. 88-89). IEEE.
Matthews M, Nigg JT, Fair DA. (2014). Attention deficit hyperactivity disorder. Curr Top Behav Neurosci. 16:235–66. 10.1007/978-3-662-45758-0_249
Mirkazehi Rigi, Z., Tafzali, M., Karimi Monghi, H., Taghipour, A. (2018). The effect of reflective learning strategy on improving critical thinking skills in midwifery students, https://civilica.com/doc/1512756.(in Persian).
NICE guideline,. Attention Deficit Hyperactivity Disorder: Diagnosis Management. (2018). Available online at: https://www.nice.org.uk/guidance/ng87
nemati koshteli R.(2021). The Impact of Cognitive Learning Strategies on The Auditor's Neutrality (A Test of self-regulatory Learning Strategies Theory). َAAPC. 6 (11) :123-158
Quinn, C., & Hobbs, S. (2020). Learning objects and instruction components. Journal of Educational Technology & Society, 3(2), 13-20.
Raihan, M. A., & Han, S. L. (2012). Technology integration for meaningful learning-the constructivist view. Manzoor Ahmed, 17.
Robert, G., Cornwell, J., Locock, L., Purushotham, A., Sturmey, G., & Gager, M. (2015). Patients and staff as codesigners of healthcare services. Bmj, 350.
Rostami, M. (2021). The effectiveness of group cognitive therapy by Michael Frey's method on reducing rumination and improving depression in female high school students. Journal of Educational Psychology Studies, 18(41), 171-150. doi: 10.22111/jeps.2021.6194.(in Persian).
Shadiev, R., Hwang, W. Y., Huang, Y. M., & Liu, T. Y. (2015). The impact of supported and annotated mobile learning on achievement and cognitive load. Journal of Educational Technology & Society, 18(4), 53-69.
Sheehan, R. Hassiotis, A. (2017). Digital mental health and intellectual disabilities: state of the evidence and future directions Evid. Base Ment. Health, 20 (4), 107-111.
Silver, L.(2019). Smartphone ownership is growing rapidly around the world, but not always equally https://www.pewresearch.org/global/2019/02/05/smartphone-ownership-is-growing-rapidly-around-the-world-but-not-always-equally/
Tlili, A., Padilla-Zea, N., Garzón, J., Wang, Y., Kinshuk, K., & Burgos, D. (2022). The changing landscape of mobile learning pedagogy: A systematic literature review. Interactive Learning Environments, 1-18.
Buitelaar, J. K. (2017). Optimising treatment strategies for ADHD in adolescence to minimise ‘lost in transition’to adulthood. Epidemiology and psychiatric sciences, 26(5), 448-452.
Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment. New York: Guilford.
Baturay, M. H. (2011). Relationships among sense of classroom community, perceived cognitive learning and satisfaction of students at an e-learning course. Interactive Learning Environments, 19(5), 563-575.
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827.
Bul, K. C., Doove, L. L., Franken, I. H., Oord, S. V. D., Kato, P. M., & Maras, A. (2018). A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?. PloS one, 13(3), e0193681.
Cibrian, F. L., Monteiro, E., Ankrah, E., Beltran, J. A., Tavakoulnia, A., Schuck, S. E., ... & Lakes, K. D. (2021). Parents’ perspectives on a smartwatch intervention for children with ADHD: Rapid deployment and feasibility evaluation of a pilot intervention to support distance learning during COVID-19. PloS one, 16(10), e0258959.
Cochrane, T. (2013) ‘M-Learning as a catalyst for pedagogical change’, in Berge, Z.L. and Muilenburg, L.Y. (Eds): Handbook of Mobile Learning, Routledge, New York, NY
Coma-Roselló, T., Blasco-Serrano, A. C., Garrido Laparte, M. Á., & Aguelo Arguis, A. (2020). Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD). Research and Practice in Technology Enhanced Learning, 15(1), 1-20.
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: the role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63–68. https://doi.org/10.1016/j.tine.2013.12.001.
Craven, M. P., & Groom, M. J. (2015). Computer Games for User Engagement in Attention Deficit Hyperactivity Disorder (ADHD) Monitoring and Therapy. Proceedings-2015 International Conference on Interactive Technologies and Games, ITAG 2015 (2016), 34–40.
Dangel, H.L. and Wang, C.X. (2008) ‘Student response systems in higher education: moving beyond linear teaching and surface learning’, Journal of Educational Technology Development and Exchange, Vol. 1, No. 1, 93–104
Das, J. P., & Misra, S. B. (2015). Cognitive planning and executive functions. London: Sage.
Evendi, E., Pardi, M. H. H., Sucipto, L., Bayani, F., & Prayogi, S. (2022). Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2129.
Fleming TM, Bavin L, Stasiak K, (2017). Hermansson-Webb E, Merry SN, Cheek C, et al.. Serious games and gamification for mental health: current status and promising directions. Front Psychiatry. 7:215. 10.3389/fpsyt.2016.00215
Friel, C. L. (2022). Experiences of students with attention deficit/hyperactivity disorder (ADHD) in online learning environments: a multi-case study (Doctoral dissertation, University of Missouri--Columbia).
Güler, M., Bütüner, S. Ö., Danişman, Ş., & Gürsoy, K. (2022). A meta-analysis of the impact of mobile learning on mathematics achievement. Education and Information Technologies, 27(2), 1725-1745.
Ha, S., Han, J. H., Ahn, J., Lee, K., Heo, J., Choi, Y., ... & Cheon, K. A. (2022). Pilot study of a mobile application-based intervention to induce changes in neural activity in the frontal region and behaviors in children with attention deficit hyperactivity disorder and/or intellectual disability. Journal of Psychiatric Research, 146, 286-296.
Hamzaei, A., Bagheri, M., Mousavipour, S. (2016). The effect of mobile learning based on Ganieh's educational design model on students' self-regulated learning strategies. Quarterly Journal of Information and Communication Technology in Educational Sciences, 7(4). 131-147.(in Persian).
Hwang, G.J. (2012). ‘Definition, framework and research issues of smart learning environments – a context-aware ubiquitous learning perspective’, Smart Learning Environments, Vol. 1, No. 4. doi:10.1186/s40561-014-0004-5.
Hwang, G.J., Wu, P.H. and Ke, H.R. (2011) ‘An interactive concept map approach to supporting mobile learning activities for natural science courses’, Computers & Education, 57,.4.2272–2280.
Jiang, H., Natarajan, R., Shuy, Y. K., Rong, L., Zhang, M. W., & Vallabhajosyula, R. (2022). The Use of Mobile Games in the Management of Patients With Attention Deficit Hyperactive Disorder: A Scoping Review. Frontiers in Psychiatry, 13.
karimi mooanaghi H, sadeghnezhad M. (2013). reflective learninig,a new approach in nursing education. RME.; 5 (2) :55-57.(in Persian).
Kuijper, S. J. M., Hartman, C. A., Bogaerds-Hazenberg, S. T. M., & Hendriks, P. (2017). Narrative production in children with autism spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD): Similarities and differences. Journal of Abnormal Psychology, 126(1), 63–75. https://doi.org/10.1037/abn0000231.
Kwan, H. Y., Lin, L., Fahy, C., Shell, J., Pang, S., & Xing, Y. (2022, March). Designing VR training systems for children with attention deficit hyperactivity disorder (ADHD). In 2022 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW) (pp. 88-89). IEEE.
Matthews M, Nigg JT, Fair DA. (2014). Attention deficit hyperactivity disorder. Curr Top Behav Neurosci. 16:235–66. 10.1007/978-3-662-45758-0_249
Mirkazehi Rigi, Z., Tafzali, M., Karimi Monghi, H., Taghipour, A. (2018). The effect of reflective learning strategy on improving critical thinking skills in midwifery students, https://civilica.com/doc/1512756.(in Persian).
NICE guideline,. Attention Deficit Hyperactivity Disorder: Diagnosis Management. (2018). Available online at: https://www.nice.org.uk/guidance/ng87
nemati koshteli R.(2021). The Impact of Cognitive Learning Strategies on The Auditor's Neutrality (A Test of self-regulatory Learning Strategies Theory). َAAPC. 6 (11) :123-158
Quinn, C., & Hobbs, S. (2020). Learning objects and instruction components. Journal of Educational Technology & Society, 3(2), 13-20.
Raihan, M. A., & Han, S. L. (2012). Technology integration for meaningful learning-the constructivist view. Manzoor Ahmed, 17.
Robert, G., Cornwell, J., Locock, L., Purushotham, A., Sturmey, G., & Gager, M. (2015). Patients and staff as codesigners of healthcare services. Bmj, 350.
Rostami, M. (2021). The effectiveness of group cognitive therapy by Michael Frey's method on reducing rumination and improving depression in female high school students. Journal of Educational Psychology Studies, 18(41), 171-150. doi: 10.22111/jeps.2021.6194.(in Persian).
Shadiev, R., Hwang, W. Y., Huang, Y. M., & Liu, T. Y. (2015). The impact of supported and annotated mobile learning on achievement and cognitive load. Journal of Educational Technology & Society, 18(4), 53-69.
Sheehan, R. Hassiotis, A. (2017). Digital mental health and intellectual disabilities: state of the evidence and future directions Evid. Base Ment. Health, 20 (4), 107-111.
Silver, L.(2019). Smartphone ownership is growing rapidly around the world, but not always equally https://www.pewresearch.org/global/2019/02/05/smartphone-ownership-is-growing-rapidly-around-the-world-but-not-always-equally/
Tlili, A., Padilla-Zea, N., Garzón, J., Wang, Y., Kinshuk, K., & Burgos, D. (2022). The changing landscape of mobile learning pedagogy: A systematic literature review. Interactive Learning Environments, 1-18.
Buitelaar, J. K. (2017). Optimising treatment strategies for ADHD in adolescence to minimise ‘lost in transition’to adulthood. Epidemiology and psychiatric sciences, 26(5), 448-452.
Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment. New York: Guilford.
Baturay, M. H. (2011). Relationships among sense of classroom community, perceived cognitive learning and satisfaction of students at an e-learning course. Interactive Learning Environments, 19(5), 563-575.
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827.
Bul, K. C., Doove, L. L., Franken, I. H., Oord, S. V. D., Kato, P. M., & Maras, A. (2018). A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?. PloS one, 13(3), e0193681.
Cibrian, F. L., Monteiro, E., Ankrah, E., Beltran, J. A., Tavakoulnia, A., Schuck, S. E., ... & Lakes, K. D. (2021). Parents’ perspectives on a smartwatch intervention for children with ADHD: Rapid deployment and feasibility evaluation of a pilot intervention to support distance learning during COVID-19. PloS one, 16(10), e0258959.
Cochrane, T. (2013) ‘M-Learning as a catalyst for pedagogical change’, in Berge, Z.L. and Muilenburg, L.Y. (Eds): Handbook of Mobile Learning, Routledge, New York, NY
Coma-Roselló, T., Blasco-Serrano, A. C., Garrido Laparte, M. Á., & Aguelo Arguis, A. (2020). Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD). Research and Practice in Technology Enhanced Learning, 15(1), 1-20.
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: the role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63–68. https://doi.org/10.1016/j.tine.2013.12.001.
Craven, M. P., & Groom, M. J. (2015). Computer Games for User Engagement in Attention Deficit Hyperactivity Disorder (ADHD) Monitoring and Therapy. Proceedings-2015 International Conference on Interactive Technologies and Games, ITAG 2015 (2016), 34–40.
Dangel, H.L. and Wang, C.X. (2008) ‘Student response systems in higher education: moving beyond linear teaching and surface learning’, Journal of Educational Technology Development and Exchange, Vol. 1, No. 1, 93–104
Das, J. P., & Misra, S. B. (2015). Cognitive planning and executive functions. London: Sage.
Evendi, E., Pardi, M. H. H., Sucipto, L., Bayani, F., & Prayogi, S. (2022). Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2129.
Fleming TM, Bavin L, Stasiak K, (2017). Hermansson-Webb E, Merry SN, Cheek C, et al.. Serious games and gamification for mental health: current status and promising directions. Front Psychiatry. 7:215. 10.3389/fpsyt.2016.00215
Friel, C. L. (2022). Experiences of students with attention deficit/hyperactivity disorder (ADHD) in online learning environments: a multi-case study (Doctoral dissertation, University of Missouri--Columbia).
Güler, M., Bütüner, S. Ö., Danişman, Ş., & Gürsoy, K. (2022). A meta-analysis of the impact of mobile learning on mathematics achievement. Education and Information Technologies, 27(2), 1725-1745.
Ha, S., Han, J. H., Ahn, J., Lee, K., Heo, J., Choi, Y., ... & Cheon, K. A. (2022). Pilot study of a mobile application-based intervention to induce changes in neural activity in the frontal region and behaviors in children with attention deficit hyperactivity disorder and/or intellectual disability. Journal of Psychiatric Research, 146, 286-296.
Hamzaei, A., Bagheri, M., Mousavipour, S. (2016). The effect of mobile learning based on Ganieh's educational design model on students' self-regulated learning strategies. Quarterly Journal of Information and Communication Technology in Educational Sciences, 7(4). 131-147.(in Persian).
Hwang, G.J. (2012). ‘Definition, framework and research issues of smart learning environments – a context-aware ubiquitous learning perspective’, Smart Learning Environments, Vol. 1, No. 4. doi:10.1186/s40561-014-0004-5.
Hwang, G.J., Wu, P.H. and Ke, H.R. (2011) ‘An interactive concept map approach to supporting mobile learning activities for natural science courses’, Computers & Education, 57,.4.2272–2280.
Jiang, H., Natarajan, R., Shuy, Y. K., Rong, L., Zhang, M. W., & Vallabhajosyula, R. (2022). The Use of Mobile Games in the Management of Patients With Attention Deficit Hyperactive Disorder: A Scoping Review. Frontiers in Psychiatry, 13.
karimi mooanaghi H, sadeghnezhad M. (2013). reflective learninig,a new approach in nursing education. RME.; 5 (2) :55-57.(in Persian).
Kuijper, S. J. M., Hartman, C. A., Bogaerds-Hazenberg, S. T. M., & Hendriks, P. (2017). Narrative production in children with autism spectrum disorder (ASD) and children with attention-deficit/hyperactivity disorder (ADHD): Similarities and differences. Journal of Abnormal Psychology, 126(1), 63–75. https://doi.org/10.1037/abn0000231.
Kwan, H. Y., Lin, L., Fahy, C., Shell, J., Pang, S., & Xing, Y. (2022, March). Designing VR training systems for children with attention deficit hyperactivity disorder (ADHD). In 2022 IEEE Conference on Virtual Reality and 3D User Interfaces Abstracts and Workshops (VRW) (pp. 88-89). IEEE.
Matthews M, Nigg JT, Fair DA. (2014). Attention deficit hyperactivity disorder. Curr Top Behav Neurosci. 16:235–66. 10.1007/978-3-662-45758-0_249
Mirkazehi Rigi, Z., Tafzali, M., Karimi Monghi, H., Taghipour, A. (2018). The effect of reflective learning strategy on improving critical thinking skills in midwifery students, https://civilica.com/doc/1512756.(in Persian).
NICE guideline,. Attention Deficit Hyperactivity Disorder: Diagnosis Management. (2018). Available online at: https://www.nice.org.uk/guidance/ng87
nemati koshteli R.(2021). The Impact of Cognitive Learning Strategies on The Auditor's Neutrality (A Test of self-regulatory Learning Strategies Theory). َAAPC. 6 (11) :123-158
Quinn, C., & Hobbs, S. (2020). Learning objects and instruction components. Journal of Educational Technology & Society, 3(2), 13-20.
Raihan, M. A., & Han, S. L. (2012). Technology integration for meaningful learning-the constructivist view. Manzoor Ahmed, 17.
Robert, G., Cornwell, J., Locock, L., Purushotham, A., Sturmey, G., & Gager, M. (2015). Patients and staff as codesigners of healthcare services. Bmj, 350.
Rostami, M. (2021). The effectiveness of group cognitive therapy by Michael Frey's method on reducing rumination and improving depression in female high school students. Journal of Educational Psychology Studies, 18(41), 171-150. doi: 10.22111/jeps.2021.6194.(in Persian).
Shadiev, R., Hwang, W. Y., Huang, Y. M., & Liu, T. Y. (2015). The impact of supported and annotated mobile learning on achievement and cognitive load. Journal of Educational Technology & Society, 18(4), 53-69.
Sheehan, R. Hassiotis, A. (2017). Digital mental health and intellectual disabilities: state of the evidence and future directions Evid. Base Ment. Health, 20 (4), 107-111.
Silver, L.(2019). Smartphone ownership is growing rapidly around the world, but not always equally https://www.pewresearch.org/global/2019/02/05/smartphone-ownership-is-growing-rapidly-around-the-world-but-not-always-equally/
Tlili, A., Padilla-Zea, N., Garzón, J., Wang, Y., Kinshuk, K., & Burgos, D. (2022). The changing landscape of mobile learning pedagogy: A systematic literature review. Interactive Learning Environments, 1-18.
Buitelaar, J. K. (2017). Optimising treatment strategies for ADHD in adolescence to minimise ‘lost in transition’to adulthood. Epidemiology and psychiatric sciences, 26(5), 448-452.
Barkley, R. A. (2015). Attention-deficit hyperactivity disorder: a handbook for diagnosis and treatment. New York: Guilford.
Baturay, M. H. (2011). Relationships among sense of classroom community, perceived cognitive learning and satisfaction of students at an e-learning course. Interactive Learning Environments, 19(5), 563-575.
Bernacki, M. L., Greene, J. A., & Crompton, H. (2020). Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education. Contemporary Educational Psychology, 60, 101827.
Bul, K. C., Doove, L. L., Franken, I. H., Oord, S. V. D., Kato, P. M., & Maras, A. (2018). A serious game for children with Attention Deficit Hyperactivity Disorder: Who benefits the most?. PloS one, 13(3), e0193681.
Cibrian, F. L., Monteiro, E., Ankrah, E., Beltran, J. A., Tavakoulnia, A., Schuck, S. E., ... & Lakes, K. D. (2021). Parents’ perspectives on a smartwatch intervention for children with ADHD: Rapid deployment and feasibility evaluation of a pilot intervention to support distance learning during COVID-19. PloS one, 16(10), e0258959.
Cochrane, T. (2013) ‘M-Learning as a catalyst for pedagogical change’, in Berge, Z.L. and Muilenburg, L.Y. (Eds): Handbook of Mobile Learning, Routledge, New York, NY
Coma-Roselló, T., Blasco-Serrano, A. C., Garrido Laparte, M. Á., & Aguelo Arguis, A. (2020). Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD). Research and Practice in Technology Enhanced Learning, 15(1), 1-20.
Cragg, L., & Gilmore, C. (2014). Skills underlying mathematics: the role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 63–68. https://doi.org/10.1016/j.tine.2013.12.001.
Craven, M. P., & Groom, M. J. (2015). Computer Games for User Engagement in Attention Deficit Hyperactivity Disorder (ADHD) Monitoring and Therapy. Proceedings-2015 International Conference on Interactive Technologies and Games, ITAG 2015 (2016), 34–40.
Dangel, H.L. and Wang, C.X. (2008) ‘Student response systems in higher education: moving beyond linear teaching and surface learning’, Journal of Educational Technology Development and Exchange, Vol. 1, No. 1, 93–104
Das, J. P., & Misra, S. B. (2015). Cognitive planning and executive functions. London: Sage.
Evendi, E., Pardi, M. H. H., Sucipto, L., Bayani, F., & Prayogi, S. (2022). Assessing students’ critical thinking skills viewed from cognitive style: Study on implementation of problem-based e-learning model in mathematics courses. Eurasia Journal of Mathematics, Science and Technology Education, 18(7), em2129.
Fleming TM, Bavin L, Stasiak K, (2017). Hermansson-Webb E, Merry SN, Cheek C, et al.. Serious games and gamification for mental health: current status and promising directions. Front Psychiatry. 7:215. 10.3389/fpsyt.2016.00215
Friel, C. L. (2022). Experiences of students with attention deficit/hyperactivity disorder (ADHD) in online learning environments: a multi-case study (Doctoral dissertation, University of Missouri--Columbia).
Güler, M., Bütüner, S. Ö., Danişman, Ş., & Gürsoy, K. (2022). A meta-analysis of the impact of mobile learning on mathematics achievement. Education and Information Technologies, 27(2), 1725-1745.
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