Technology Adoption in Teaching Students with ADHD: The Importance of Understanding Users’ Context

Population surveys suggest that 5% of children have Attention Deficit Hyperactivity Disorder (ADHD). Computing technologies are indicated as a tool that can enable and support the teaching of these students. In this way, work is being developed to reveal the factors that motivate and discourage technology adoption by students with ADHD and propose a protocol with information technology to teach them. Ethnography and two experiments based on the Unified Theory of Acceptance and Use of Technology 2 (UTAUT 2) were used to achieve these objectives. Ethnography methodology helped select the most appropriate computational tool for Brazil’s national reality and the user’s context. The ethnography approach revealed that students participating in the experiments were in the literacy phase, regardless of their grades.