Abstract
Schoolwork of learners with developmental and attention deficits is often characterised by low productivity, many errors due to carelessness or inattention and poor organisational ability. Focus learners have difficulties performing at the same level as their peers. This paper addresses the challenges and investigates the potential of technologies for creating and facilitating environments, where learners are well-supported with respect to overviewing, structuring and planning tasks, evaluating and adjusting participation and management of time.
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Andersen, H.V., Sorensen, E.K. (2017). Powerlessness or Omnipotence – the Impact of Structuring Technologies in Learning Processes for Children with Attention and Developmental Deficits. In: Brooks, A., Brooks, E. (eds) Interactivity, Game Creation, Design, Learning, and Innovation. ArtsIT DLI 2016 2016. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 196. Springer, Cham. https://doi.org/10.1007/978-3-319-55834-9_33
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DOI: https://doi.org/10.1007/978-3-319-55834-9_33
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