What Apps Do Postsecondary Students with Attention Deficit Hyperactivity Disorder Actually Find Helpful for Doing Schoolwork? An Empirical Study

Autor/inn/en	Fichten, Catherine S.; Havel, Alice; Jorgensen, Mary; Wileman, Susie; Harvison, Maegan; Arcuri, Rosie; Ruffolo, Olivia
Titel	What Apps Do Postsecondary Students with Attention Deficit Hyperactivity Disorder Actually Find Helpful for Doing Schoolwork? An Empirical Study
Quelle	In: Journal of Education and Learning, 11 (2022) 5, S.44-54 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-5250
Schlagwörter	Attention Deficit Hyperactivity Disorder; Students with Disabilities; Student Attitudes; College Students; Postsecondary Education; Computer Oriented Programs; Educational Technology; Telecommunications; Handheld Devices; Foreign Countries; Knowledge Level; Program Effectiveness; Canada + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Schülerverhalten; Collegestudent; Post-secondary education; Tertiäre Bildung; Computerprogramm; Unterrichtsmedien; Telekommunikationstechnik; Ausland; Wissensbasis; Kanada
Abstract	Attention Deficit Hyperactivity Disorder (ADHD) experts and individuals with ADHD have made many recommendations concerning mobile apps that could potentially help college students succeed. But do students know about these recommended apps? Do they find them useful? How do students use mobile apps for completing schoolwork? To answer these questions we carried out two empirical studies. In study 1, 35 Canadian postsecondary students who self-reported ADHD and 74 students without disabilities completed an online LimeSurvey questionnaire and indicated which of 20 expert recommended schoolwork-related apps they had tried and which they liked. In Study 2, nine students with ADHD specified how they used their technologies to complete schoolwork. Results indicate that students with and without ADHD were familiar with only 13 of the 20 apps recommended by experts, and that they liked only 11. For completing academic work, the most popular apps were built-in smartphone camera and recording apps. Students also found Microsoft, Google, Pomodoro and Kahoot apps helpful. Discord was the most popular app for collaboration with classmates. Results show that students with and without ADHD found the same apps and technologies helpful. To the best of our knowledge this is the first study to actually query students with ADHD about their app use and preferences. We conclude that disability service providers, academic administrators and access technologists need to stay up-to-date about general use mobile apps to enable them to make appropriate recommendations to help students with ADHD succeed in college. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1595 Sixteenth Ave Suite 301, Richmond Hill, Ontario, L4B 3N9 Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01