Enhancing understanding, Flow and Self-Efficacy in Learners with Developmental and Attention Difficulties through ICT-based Interventions

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Abstract

The purpose of this paper is to investigate in which way technologies may be used to increase inclusion and a feeling of flow and self-efficacy in learning processes when it comes to learners with developmental and attention deficits (focus learners) in a mainstream classroom. The paper is an outcome of a wider study on ICT facilitated inclusion and this current piece of research addresses the challenges of enhancing focus learners’ comprehension when working with the curriculum. Several technologies have been tried out in a real school context and seven types of interventions are uncovered as valuable for focus learners’ capability in learning processes. The paper discusses the findings and concludes that conscious use of technology-based interventions make it possible to provide learning challenges balanced to the learners’ individual skills. But a broader understanding and acceptance by all stakeholders for the specific challenges of this group of learners in mainstream educational systems seems needed to fulfil the potential.
Original languageEnglish
JournalEuropean Journal of Open, Distance and E-Learning
Volume20
Issue number1
Pages (from-to)153-174
Number of pages21
ISSN1027-5207
Publication statusPublished - 2017

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  • 9th EDEN Research Workshop (RW9)

    Hanne Voldborg (Participant)

    4 Oct 20166 Oct 2016

    Activity: Attending an eventConference organisation or participation

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