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Children diagnosed with attention deficit hyperactivity disorder (ADHD) experience a variety of difficulties related to three primary symptoms: hyperactivity, inattention and impulsivity. The most common type of ADHD has a combination of all three symptom areas. These core symptoms may negatively impact the academic and social performance of children throughout their school life. The AHA (ADHD-Augmented) project focused specifically on the impact of digital technologies’ intervention on literacy skills of children that participated in the pilot study and were diagnosed with ADHD prior to the intervention. Existing research has shown that augmented reality (AR) can improve academic outcomes by stimulating pupils’ attention. AHA project aimed at implementing an evidence-based intervention to improve ADHD children’s reading and spelling abilities through the enhancement of an existing literacy programme with AR functionality. The present paper reports preliminary findings of the pilot study aimed at evaluating the effectiveness of the AHA system in promoting the acquisition of literacy skills in a sample of children diagnosed with ADHD compared to the literacy programme as usual. Background information on the main characteristics and difficulties related to the teaching and learning process associated with children diagnosed with ADHD are first introduced; the design and methodology of the AHA project intervention are also described. The preliminary findings have shown that AHA project succeeded in delivering an AR solution within an existing online literacy programme, which integrates a set of specific technologies and supports interactive educational content, services, assessment, and feedback.

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<p>Students with special educational needs benefit from carefully designed learning approaches that consider both their individual learning requirements and the advances in teaching and learning methods and tools. This paper presents the initial exploratory results from a pilot study on the advancement of literacy skills through an innovative Augmented Reality (AR)-enhanced gamified educational app for students diagnosed with reading / spelling difficulties or dyslexia. A sample of 5 teachers and 23 students worked with the AR app for the duration of a school term and filled in standardized scales on student motivation upon completion of the pilot study. The analysis of the results indicates that both groups of teachers and students found the AR app motivating to a certain degree. However, there were challenges within the pilot implementation that impeded the successful app use and potentially delimited the perceived motivational effects. Conclusions and outlooks of research perspectives for further development highlight the necessity for further research in this important field.</p>

<p>Students with special educational needs benefit from carefully designed learning approaches that consider both their individual learning requirements and the advances in teaching and learning methods and tools. This paper presents the initial exploratory results from a pilot study on the advancement of literacy skills through an innovative Augmented Reality (AR)-enhanced gamified educational app for students diagnosed with reading / spelling difficulties or dyslexia. A sample of 5 teachers and 23 students worked with the AR app for the duration of a school term and filled in standardized scales on student motivation upon completion of the pilot study. The analysis of the results indicates that both groups of teachers and students found the AR app motivating to a certain degree. However, there were challenges within the pilot implementation that impeded the successful app use and potentially delimited the perceived motivational effects. Conclusions and outlooks of research perspectives for further development highlight the necessity for further research in this important field.</p>