ADHD and self-regulated learning, self-regulated learning with metacognitive prompting

Self-regulated learning has been an often discussed topic for several years. Using computers as part of a learning process allows teachers to consider learners’ individual characteristics and provide optimal support. Children with ADHD lack the ability to regulate their own learning processes in an appropriate manner, which comprises a necessary competence for solving most computer-based tasks. For this reason, they have great difficulties in concentrating on relevant information, while at the same time suppressing irrelevant opportunities that arise from the computerized environment. The current research focuses on metacognitive prompting as adequate way to support pupils with ADHD in computer-based self-regulated learning tasks.