Fitrah Rohimah Agma Putri, Henry Praherdhiono, Zainul Abidin

Development Of Mobile-Based Augmented Reality For Enjoyful Learning For ADHD Students

Introduction

Development of mobile-based augmented reality for enjoyful learning for adhd students. Discover mobile-based augmented reality for ADHD students, offering an enjoyful & inclusive learning experience. Validated and ready for use to promote equal access.

Abstract

Section: Research & Development (RnD) Section Keywords: inclusive education, equal access, innovation, learning opportunities The purpose of this research is to develop mobile-based augmented reality to provide a fun learning experience for students with Attention Deficit Hyperactivity Disorder (ADHD). This research uses the development model of Sadiman, et al 2010. In completing the development of mobile-based augmented reality applications for fun learning in ADHD students using 9 stages, namely needs analysis, goal formulation, formulation of material items, formulation of success measurement tools, media storyboard script writing, media production, validation, revision, media ready for use. The development results received a positive response from the validity test by the material with an average of 93.75%, while the media expert gave an assessment of 92.5%. Thus, it can be concluded that the development of mobile-based augmented reality applications for fun learning in ADHD students has been proven valid and can be used for learning for ADHD students.

Review

The paper titled "Development Of Mobile-Based Augmented Reality For Enjoyful Learning For ADHD Students" addresses a highly relevant and important area within inclusive education: leveraging innovative technology to enhance learning experiences for students with Attention Deficit Hyperactivity Disorder (ADHD). The aim to develop a mobile-based augmented reality (AR) application specifically tailored for "enjoyful learning" is commendable, aligning with the broader goals of providing equal access and effective learning opportunities. The abstract indicates a structured development process following the Sadiman et al. (2010) model, culminating in a prototype that received strong positive validation from both material and media experts, suggesting a robust initial design and technical quality. While the systematic 9-stage development approach provides a solid framework, the abstract leaves several critical questions unanswered regarding the application's actual pedagogical impact and design specifics. It's unclear how the AR elements are specifically designed to cater to the unique learning styles and challenges of ADHD students beyond merely being "fun." A brief description of the AR content, the types of learning activities, and the mechanism through which it fosters engagement and reduces distractibility would significantly strengthen the abstract. Furthermore, while expert validation confirms the technical and content soundness, it does not provide insights into the usability, engagement levels, or actual learning outcomes when used by the target demographic. The abstract concludes it "can be used for learning for ADHD students," but this assertion, while positive, currently rests solely on expert opinion rather than empirical evidence from student interaction. To fully substantiate the claims and demonstrate the developed AR application's true potential, future work would ideally involve pilot testing with ADHD students. This next crucial step should aim to gather direct user feedback on "enjoyful learning," assess engagement metrics, and, most importantly, measure improvements in learning outcomes or specific skills relevant to ADHD challenges. Comparative studies against traditional learning methods or other educational technologies could also further elucidate the unique benefits of this AR approach. While the current development and expert validation represent a promising initial step, establishing the practical effectiveness and impact on the intended beneficiaries is essential for the application to fulfill its innovative promise in inclusive education.

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