Design to boost the creation of ADHD apps
This study was based on interdisciplinary research with the theme, the Service Project for People with Attention Deficit Hyperactivity Disorder (ADHD). This paper aims to present guidelines in the light of design methods and techniques, for the construction of specific educational applications neede...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual de Londrina (UEL) |
| Repositorio: | Projética Revista Científica de Design |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/50089 |
| Acceso en línea: | https://ojs.uel.br/revistas/uel/index.php/projetica/article/view/50089 |
| Access Level: | acceso abierto |
| Palabra clave: | Visual Communication Digital Design Inclusive Design Education ADHD Comunicación Visual Diseño Digital Diseño Inclusivo Educación TDAH Comunicação Visual Design Digital Design Inclusivo Educação |
| Sumario: | This study was based on interdisciplinary research with the theme, the Service Project for People with Attention Deficit Hyperactivity Disorder (ADHD). This paper aims to present guidelines in the light of design methods and techniques, for the construction of specific educational applications needed by students with ADHD. The study was developed along the lines of an exploratory research of a qualitative nature in relation to the treatment of data collected in the empiric. An analysis and data collection were based on information from experts, gathered in an intentional sample, about the behavior and the learning process of the student with ADHD. As a result of the research, an Interface Analysis Guide for ADHD - GADI-ADHD was created, which provides a summary of the guidelines to boost the creation of applications for people with ADHD. These guidelines that supported GADI-ADHD will be presented in this paper in its entirety with examples and incorporate three dimensions of interaction design - form, content and behavior. |
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