An increasing number of digital educational materials and games are being used today to enhance motivation and engagement in learning activities. However, there is a lack of research on how these digital educational games impact the intrinsic motivation of children with attention deficit/hyperactivity disorder (ADHD), a common cognitive disability, affecting approximately 5-7 % of school children. There is a lack of research on this in a Swedish school environment. This study, based on Self-Determination Theory, investigated the perceived impact of digital educational games with gamification elements on the motivation and learning of children with ADHD, specifically evaluating autonomy, competence, and relatedness. The study used a mixed method and began with an online survey among a group of 41 special education teachers. These professionals possess a unique understanding of children with cognitive disabilities, like ADHD, and their specific challenges in the school environment. Additionally, three semi structured interviews with special education teachers were analysed to gain a deeper understanding of the teachers’ perspectives. The conclusions that can be drawn from the two methods carried out are that the research field is highly complex, and moreover, there are both positive and negative aspects of gamification which require consideration when addressing the challenges of children with ADHD. Finally, the study has identified several areas that would be interesting and valuable to further investigate in future work.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hb-30591 |
| Date | January 2023 |
| Creators | Bång, Elvina, Dagérus, Ulrika |
| Publisher | Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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