Guidelines to design tangible tabletop activities for children with attention deficit hyperactivity disorder. Issue 126 (June 2019)

• Record Type: Journal Article
• Authors: Cerezo, Eva; Coma, Teresa; Blasco-Serrano, Ana Cristina; Bonillo, Clara; Garrido, Mª Ángeles; Baldassarri, Sandra
• Is Part Of: International journal of human-computer studies. Issue 126(2019)
• Page Start: 26
• Page End: 43
• Publication Date: 2019-06
• Subjects: Tangible interaction -- Tabletop -- ADHD -- Children -- Design; Human-machine systems -- Periodicals; Systems engineering -- Periodicals; Human engineering -- Periodicals; Human engineering; Human-machine systems; Systems engineering; Periodicals; Electronic journals; 004.019
• DOI: 10.1016/j.ijhcs.2019.01.002
• Languages: English
• ISSNs: 1071-5819

Abstract

Highlights: There is a lack of works focusing on the design of applications for ADHD children. Tangible tabletops have not been used with children with ADHD. Evaluation sessions with educators and children have been carried out. A deep study of the characteristics of ADHD children has also been carried out. A set of guidelines to design tabletop activities for ADHD children are proposed. Abstract: Attention deficit hyperactivity disorder is one of the most frequent neurodevelopmental disorders among children. In spite of this, there is a lack of HCI research specifically devoted to these children. This paper describes efforts to transfer previous experience with other neurodiverse children in the field of tangible tabletops to ADHD children. The results of evaluation sessions carried out in conjunction with an ADHD association, complemented with an in-depth study of their special characteristics and needs, have led to a set of guidelines oriented to the design of tangible tabletop activities. These guidelines are mostly general and applicable to the design of any interactive application oriented to ADHD children. They are also appropriate for applications for other neurodiverse children or, in fact, any child from a more inclusive perspective.