Constructing programs, how children with Attention Deficit Hyperactivity Disorder (ADHD) learn to program

Abstract

Many learners find the study of introductory computer programming difficult. This is also true of children with attention deficit hyperactivity disorder (ADHD), and we need an improved understanding of how they learn programming. After reviewing the constructivist approach to teaching and learning and investigating ADHD, this study explored strategies for constructive learning of introductory programming. The aim was to evaluate the effectiveness of the Karplus learning cycle to teach introductory programming. This was done through qualitative research from an interpretive perspective. Action research techniques were employed and data analysed using grounded theory methods. Four major constructivist teaching categories emerged, all of which support the use of the Karplus cycle. It is concluded that the three-phase Karplus cycle can be used to assist these learners learn introductory programming. However, it needs to be understood more broadly and the middle phase broken into two subphases to ensure effective learning.