Incorporating Digital Games in Teaching Students with ADHD: A Didactic Guide for Primary and Secondary Education Teachers

Abstract

This study examines a central problem: "What do teachers need to know to incorporate digital games, which progressively challenge the player's executive functions, in primary and secondary education classrooms to promote the cognitive, affective, and behavioral development of students with Attention Deficit Hyperactivity Disorder (ADHD)?" Utilizing the Design Science Research (DSR) method, the study involved: a literature review; content analysis of interviews with renowned international researchers in the fields of digital games and ADHD; the development of a Didactic Guide for teachers; validation of the Guide by 14 expert judges using the Delphi Technique; conducting a workshop with 18 teachers in a public school in Maceió, AL; and observation records from real classes taught by 3 teachers who participated in the workshop. The results demonstrate a significant advancement in teachers' ability to effectively incorporate digital games, thereby promoting engagement and skill development in students with ADHD.