Learning strategy from gamification for students with Attention Déficit Hiperactivity Disorder

Abstract

Academic performance in high school is essential to promote inclusive policies that improve educational quality. This study designed a pedagogical strategy to optimize the performance of students with ADHD in Programming. A mixed research methodology (quantitative and qualitative) was applied to diagnose the initial situation and justify the proposed solution. The strategy, with a multimodal and multisensory approach, incorporates auditory, visual and kinesthetic resources, supported by gamification. It is developed in three phases and five staggered stages. Validated in an Educational Unit, it showed satisfactory results and is potentially generalizable to the current high school.