The link between visual pattern and attention for computer assistant instructional design for student with ADHD

Attention-deficit/hyperactivity disorder (ADHD) as the most prevalent deficit in school age associated with many impairment in educational attainment requires the use of appropriate interventions. One of the most effective strategies in the field of education for these students is computer-based instruction (CAI). This study aims to offer a solution to use such a strategy: identifying the time a learner needs for attention in order to prepare and design an appropriate timeframe for instruction. To analyze the connection between visual pattern and attention, the present study, using an experimental design, attempted to find the link between visual attention and memory in ADHD students. The population included 702 students (aged 9-11) and the sample consisted of 34 ADHD students who were selected according to the ADHD diagnostic test (teacher's scale) and 30 normally developing students as the control group. In order to get to our end, we used Word Memory Test, analyzed FL (fixation length), FC (fixation count) and the number of correct remembered words (CRW) parameters which were recorded with an eye-tracking instrument. The results indicated a higher index of coherence between what is seen and what is recalled in both clinical and non-clinical children. The findings could be used in the design of instructional materials for ADHD students.