Boven, Indy van (2025) Increasing Accessibility for Learners with ADHD in an Adaptive Learning System through the User Interface. Master's Thesis / Essay, Computational Cognitive Science.
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Abstract
Attention-deficit/hyperactivity disorder (ADHD) can be linked to academic underachievement, such as not obtaining expected degrees (Biederman et al., 2008). In the Netherlands, adulthood ADHD has an annual prevalence of 3.2% (ten Have et al., 2023). Learning has been optimized for many students, but it is not yet clear if they improve learning or are accessible for learners with ADHD. This project aims to investigate if frequent breaks and self-monitoring prompts within MemoryLab’s adaptive learning system, improves learning outcomes. Taking breaks has had varying results in literature, and self-monitoring, which entailed cues for assessing and recording on-task attention, was related to increased attention and performance. Twenty-seven participants learned the flags of nations and were assigned to counterbalanced blocks of uninterrupted learning and learning with breaks or self-monitoring. Participants completed the Dutch version of the Self-Report Questionnaire on Attention Problems and Hyperactivity for Adulthood and Childhood and gave their perspective on the sessions in an interview. Overall, both breaks and self-monitoring prompt conditions did not lead to better or faster responses. Even though more interview responses indicated preference for uninterrupted learning, variation occurred between participants. Future work is needed to further investigate these approaches with adaptive learning, where sustained attention is required.
| Item Type: | Thesis (Master's Thesis / Essay) |
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| Supervisor name: | Borst, J.P. and Haile, T.M. |
| Degree programme: | Computational Cognitive Science |
| Thesis type: | Master's Thesis / Essay |
| Language: | English |
| Date Deposited: | 18 Jul 2025 10:24 |
| Last Modified: | 18 Jul 2025 10:24 |
| URI: | https://fse.studenttheses.ub.rug.nl/id/eprint/36394 |
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