comparison of the effectiveness of mobile learning on reflective learning and cognitive learning of hyperactive primary school students in tehran

research method; The quasi-experimental type was pre-test-post-test with a control group. The statistical population included all the students with attention deficit hyperactivity disorder in the secondary level of the 2nd education region of Tehran, numbering 476 people. Using available sampling method, 40 male students with attention deficit were selected as samples. By using the Connors Parent Form Questionnaire (2004) and by examining the students' files with the cooperation of school administrators; 12th grade students were diagnosed with attention deficit-hyperactivity disorder. After the assimilation caused by the implementation of the pre-test, the questionnaire of reflective learning and cognitive learning, the present sample was randomly replaced in two groups of 20 people, test and control; The data collection tool included the reflective thinking questionnaire of Kamber et al. Data were analyzed using SPSS25 software. In order to analyze the data, descriptive (mean and standard deviation) and inferential (covariance analysis) statistics were used. The results of the research showed that education through mobile technology has a significant effect on cognitive learning and cognitive strategies of repetition or review, expansion or expansion and organization of hyperactive primary school students(F=6.074 and p≤0.05).