Integrating emerging technologies into educational assessment for students with ADHD

Abstract

This article examines the incorporation of the STEAM methodological approach in assessment processes for children diagnosed with Attention Deficit Disorder (ADD), who are enrolled in the Elementary Basic sublevel, corresponding to an age group of 6 to 8 years. This study is part of the research project entitled "Application of the STEAM methodology focused on Sumak Kawsay in vulnerable sectors of society." Gamification as an effective pedagogical strategy: The gamification strategy stands out as one of the most effective and widely adopted in school environments, thanks to its playful dynamics that encourage greater interaction between teachers and students. This tool promotes more meaningful learning, improves attention, and increases concentration time in children and adolescents diagnosed with ADHD by incorporating motivating elements of play into the teaching-learning process. Lack of technological resources and proposal for innovation: In the current educational context, there is a notable lack of technological resources geared toward supporting the Special Educational Needs (SEN) of students with ADHD. Faced with this problem, the innovative solution proposed is the design and development of a technological device called LEAS (Lesson Assistant), which seeks to provide specific and functional support to this group of students.