Al Fraidan Abdullah, Alharthi Thamer
Department of English Language, King Faisal University, Saudi Arabia.
Department of Foreign Languages, King Abdulaziz University, Saudi Arabia.
J Educ Health Promot. 2025 Apr 30;14:180. doi: 10.4103/jehp.jehp_100_25. eCollection 2025.
The widespread integration of technology in education offers both exciting opportunities and significant challenges, particularly for learners with attention-deficit/hyperactivity disorder (ADHD). While digital tools can provide interactive and personalized learning experiences, ADHD students face cognitive difficulties that may impair their ability to retain vocabulary in both first (L1) and second (L2) languages.
This study examines the complex relationship between ADHD, technology use, and lexical attrition, focusing on how working memory deficits, fragmented attention, and cognitive overload contribute to vocabulary loss. It introduces the Cognitive-Behavioral Technology Interaction (CBTI) Framework to explain these interactions and explore how technology can be optimized to mitigate its negative effects.
A conceptual analysis was conducted, integrating cognitive theories such as Cognitive Load Theory (CLT), Monitor Theory, and the Working Memory Model (WMM). The study synthesizes existing research on ADHD and lexical attrition, particularly within digital learning environments, to develop structured recommendations for improving vocabulary retention.
Findings suggest that digital environments characterized by multitasking and rapid stimuli exacerbate vocabulary loss in ADHD learners. However, when used strategically, technological interventions such as spaced repetition systems (SRS) can enhance vocabulary retention by reintroducing words at optimal intervals. Structured, distraction-free learning environments were identified as essential for supporting ADHD students' cognitive needs.
The study underscores the need for collaboration between educators and healthcare providers to design effective, structured technological interventions for ADHD learners. By implementing targeted strategies, technology can shift from a challenge to a supportive tool for language retention and improved educational outcomes.
技术在教育中的广泛应用既带来了令人兴奋的机遇，也带来了重大挑战，尤其是对患有注意力缺陷多动障碍（ADHD）的学习者而言。虽然数字工具可以提供互动式和个性化的学习体验，但多动症学生面临的认知困难可能会削弱他们在第一语言（L1）和第二语言（L2）中记忆词汇的能力。
本研究考察多动症、技术使用和词汇遗忘之间的复杂关系，重点关注工作记忆缺陷、注意力分散和认知过载如何导致词汇遗忘。它引入了认知行为技术交互（CBTI）框架来解释这些交互作用，并探索如何优化技术以减轻其负面影响。
进行了一项概念分析，整合了认知负荷理论（CLT）、监控理论和工作记忆模型（WMM）等认知理论。该研究综合了关于多动症和词汇遗忘的现有研究，特别是在数字学习环境中的研究，以制定提高词汇记忆的结构化建议。
研究结果表明，以多任务处理和快速刺激为特征的数字环境会加剧多动症学习者的词汇遗忘。然而，当策略性地使用时，诸如间隔重复系统（SRS）等技术干预措施可以通过以最佳间隔重新引入单词来提高词汇记忆。结构化、无干扰的学习环境被认为是满足多动症学生认知需求的关键。
该研究强调教育工作者和医疗保健提供者之间需要合作，为多动症学习者设计有效的、结构化的技术干预措施。通过实施有针对性的策略，技术可以从一个挑战转变为语言记忆和改善教育成果的支持工具。
