Gamified Learning Application for Students with ADHD in Pakistan: A Learning-Based Experiment
DOI:
https://doi.org/10.21015/vtess.v13i2.2020Abstract
The paper discusses how gamification can be used to enhance the learning performance of students with ADHD in Pakistan. The research promotes the importance of gamification as one of the tools that might be used to assist students who tend to experience challenges in the areas of concentration, motivation, and conventional learning settings. The authors created a prototype of a gamified learning application and went through with it extensively on a group of 146 students, aged 13-17 years. The app was created in a way that promoted participation, the rewarding of progress, and that kept the person engaged in the learning process.The research results revealed that the application was successful in enhancing the focus, interest, and learning results of the students. Students who applied gamified learning app showed high improvement as compared to the control group who did not apply the gamified learning app. The findings have indicated clearly that gamification is a viable strategy that can be used to enhance the learning outcomes of ADHD students.What is more important, the research noted the app was especially effective among the students who had troubles with staying concentrated and motivated in the traditional learning conditions when distraction could diminish their performance. The gamified learning application was also demonstrated to be quite effective among students suffering ADHD with poor basic mathematics and reading abilities and offered them an effective and supportive learning experience.In sum, it is possible to state that the given paper has confirmed that gamification is a useful educational resource in Pakistan. Gamified learning app will help ADHD students to have a better focus, get more motivated and have improved academic results, which makes the process of learning more meaningful and effective.
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