• Ufocus
• Ifocus Florstar

At uFocus, we have over 10 years of design experience that can help promote your business to the world! Photography - Level One This course is designed as a learning resource and should only be used by those who have attended the course with a Ufocus instructor. The system is fexible in various ways. It allows for a very wide variety of activities than can either be created by the teacher or browsed through the UFOcus community. Through the platform, the teacher can not only create new cycles of activities but also monitor students participation and understanding of the explained contents.

ADHD is characterized by a cluster of symptoms that strongly interfere with satisfactory academic performances and fruitful social interactions, contributing to the onset of emotional disorders.
More than 1 in 10 children worldwide is diagnosed with ADHD or ADD today and the number is rapidly growing, together with the incidence of attentional deficits related to cultural factors.
Schools are implementing new ways of teaching to meet their needs but these often imply the requirement for a large amount of human resources or the intense use of digital devices and special treatments for ADHD children, which can create alienation or stigmatization.

Middle-primary school children with ADHD or other attentional problems struggle to follow the flow of the lectures and to participate actively to the learning process because their condition makes it hard to ignore distractions and remain focused, if they are not sufficiently engaged and motivated on the emotional level.

Middle-primary school Bring an added value to the lesson experience, by designing a system able to transform the theoretical contents into meaningful elements for playful learning moments, while addressing ADHD children needs: a flexible but clear taskification of activities, a social and collaborative emotional dimension and a tangible relation with abstract knowledge.

FLEXIBLE PLATFORM

The system is fexible in various ways. It allows for a very wide variety of activities than can either be created by the teacher or browsed through the UFOcus community.

Through the platform, the teacher can not only create new cycles of activities but also monitor students participation and understanding of the explained contents.

PHYSICAL PRODUCT

Through the physical engagement, students will be able to grasp and retain information in a more efficient and effective way, all while living an exciting and playful experience.

The physicality of the product also allows them to break free from touch-screen distractions and solely focus on what is projected.

COLLABORATIVE UI

After duely doing the competitor analysis, since the system will be implemented for classroom use, we felt the crucialty to incorporate a social and collaborative aspect.

Collaboration takes away the issue of “singling-out”, that hinders the learning for ADHD students, while it teaches them how to converse and work in groups.

Throughout our design process we gathered positive feedbacks by testing the engagement of target users while the consistency between the model of interaction and specific user needs has been validated by several ADHD experts during semistructured interviews.
Even though the integration of the system into standard classrooms could be difficult, experts agreed that it could become a revolutionary learning tool, potentially therapeutic for children with cognitive deficits and elderly with neurodegenerative disorders.
The flexibility of the system could enable a community for user-created activities and possibly extend the product use over the boundaries of learning to the entertainment world.

REFERENCES

Biondi M. Raffaello, 2014

American Psychiatric Association. Manuale diagnostico e statistico dei disturbi mentali – Quinta Edizione (DSM-5),

Cortina Editore, Milano

Adnan Rajeh et al., 2015,

Interventions in ADHD: A comparative review of stimulant medications and behavioral therapies,

Asian Journal of Psychiatry, 25

Beena Johnson., 2014

Attention-Deficit Hyperactivity Disorder in Children – Role of Behaviour Therapy and Parent Training Program,

BMH Medical Journal

Thomas Rivetti, Agnese Capodieci, 2017

Apprendimento cooperativo personalizzato, Attività per la classe con bambini con ADHD o problemi di comportamento

Erickson, Trento

Ufocus

Jyothsna Akam Venkata, Anuja S Panicker, October 2013,

Prevalence of Attention Deficit Hyperactivity Disorder in primary school children,

Indian Journal of Psychiatry 55(4):338-42

https://www.researchgate.net/publication/259883736_Prevalence_of_Attention_Deficit_Hyperactivity_Disorder_in_

Ifocus Florstar

primary_school_children#:~:text=The%20prevalence%20of%20ADHD%20among,that%20of%20females%20(33.3%25)

https://www.cdc.gov/ncbddd/adhd/data.html

Nicola Besana | Tala Chehade | Giuseppe Fazio | Andrea Fesce | Tsvetomira Ivanova | Tatiana Martinez