Game-Based Language Learning: Supporting Students with ADHD

Abstract

This thesis investigates the intersection of game-based learning and Attention Deficit Hyperactivity Disorder, exploring the potential of digital games to enhance language learning for students with ADHD while addressing their unique challenges. It examines how the engaging qualities of games can be leveraged to create effective learning experiences, with a focus on strategies to mitigate difficulties related to attention, working memory, and cognitive overload. The existing research is thoroughly examined, discussed, and synthesized into practical recommendations for educators. The aim is to contribute to the broader discussion and make a modest contribution towards developing inclusive game-based learning environments that foster motivation, reduce anxiety, and optimize learning outcomes for students with ADHD. Fundamental to this approach are the importance of scaffolding, personalized learning approaches, and the creation of low-stakes environments