"Microcirculation Instant Feedback" Gamification Intervention Classroom Implementation Problem for ADHD Students
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"Microcirculation Instant Feedback" Gamification Intervention Classroom Implementation Problem for ADHD Students

Zhenduo He 1*
1 School of Visual Arts
*Corresponding author: chinajameshe@gmail.com
Published on 2 October 2025
Journal Cover
LNEP Vol.123
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-80590-401-4
ISBN (Online): 978-1-80590-402-1
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Abstract

The proportion of children with ADHD in school classrooms continues to rise, and there is a serious mismatch between the traditional teaching methods and procedures and the attentional characteristics of students with ADHD. This paper discusses the adaptability of a classroom intervention based on the concept of gamification for children with Attention Deficit Hyperactivity Disorder (ADHD) and its sustainability in actual classrooms. The study shows that gamificational interventions can effectively enhance the attention and classroom engagement of children with ADHD through point reward mechanisms, immediate feedback, and tiered incentives. However, practical applications still face difficulties in design, implementation, and evaluation, such as the balance between task difficulty and time, teachers' emotional management, and home-school cooperation. Therefore, it is recommended to develop a simple and easy-to-use gamificational teaching toolkit and establish a lightweight "student-teacher-parent" collaborative assessment cycle to ensure the dynamic adaptability and long-term effectiveness of the interventions, so as to improve the learning outcomes and classroom experiences of children with ADHD.

Keywords:

Gamificational Intervention, ADHD, Classroom Microcycles, Immediate Rewards, Home-School Collaboration

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He,Z. (2025). "Microcirculation Instant Feedback" Gamification Intervention Classroom Implementation Problem for ADHD Students. Lecture Notes in Education Psychology and Public Media,123,6-11.

References

[1]. Li, W. (2021). The Impact of Gamified Teaching on the Classroom Attention of Elementary Students with ADHD. Chinese Journal of Special Education, (6), 34-38.

[2]. Loe, I. M., & Feldman, H. M. (2007). Academic and Educational Outcomes of Children with ADHD. Journal of Pediatric Psychology, 32, 643-654.

[3]. Murphy, K. R., Barkley, R. A., & Bush, T. (2002). Young Adults with Attention Deficit Hyperactivity Disorder: Subtype Differences in Comorbidity, Educational and Clinical History. Journal of Nervous and Mental Disease, 190, 147-157.

[4]. DuPaul, G. J., & Weygandt, L. L. (2006). School-Based Interventions for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder: Enhancing Academic and Behavioral Outcomes. Education and Treatment of Children, 29, 341-358.

[5]. Kalay, A., & Arıkan, Y. D. (2023). The Effects of Gamified Instructional Material on Learners' Perceived Motivation and Academic Achievement. Journal of Educational Technology & Online Learning, 6(3), 789-807.

[6]. Al-Khresheh, M. H. (2025). The Cognitive and Motivational Benefits of Gamification in English Language Learning: A Systematic Review. The Open Psychology Journal, 18, e18743501359379.

[7]. Alsadoon, H. (2023). The Impact of Gamification on Student Motivation and Engagement: An Empirical Study. Dirasat: Educational Sciences, 50(2).

[8]. Prameswari, K., Novita, I., & Pradana, D. A. (2025). Application of Gamification in Learning: Its Influence on Motivation, Involvement, and Student Learning Outcomes. Journal of Technology, Education & Teaching (J-TECH), 2(1), 149-151.

[9]. Arthur-Kelly, M., Lyons, G., Butterfield, N., & Gordon, C. (2006). Classroom Management: Creating Positive Learning Environments (2nd ed.). Thomson.

[10]. Barkley, R. A. (2006). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (3rd ed.). Guilford Press.

[11]. Geng, G. (2011). Investigation of Teachers' Verbal and Non-Verbal Strategies for Managing Attention Deficit Hyperactivity Disorder (ADHD) Students' Behaviours within a Classroom Environment. Australian Journal of Teacher Education, 36(7), 17-30.

[12]. Plantin Ewe, L. (2019). ADHD Symptoms and the Teacher-Student Relationship: A Systematic Literature Review. Emotional and Behavioural Difficulties, 24(2), 136-155.

[13]. Colberg, L. (2010). Classroom Management and the ADHD Student. Dominican University of California.

[14]. Chen, X. (2022). Design of Classroom Interventions for Elementary Students with ADHD based on Gamification Concepts. Basic Education Research, (10), 56-60.

[15]. Sun, L. (2020). Integrating Multi-Sensory Teaching and Gamification Strategies in Attention-Deficit Interventions. Modern Educational Technology, 30(5), 74-79.

[16]. Anderson, L., Harrison, J., & Reilly, P. (2017). Gamification Strategies to Improve Attention in ADHD Students. Journal of Child Psychology and Education, 34(2), 134-142.

[17]. Pope, A., Stevens, C., & Hall, M. (2020). The Impact of Gamified Learning Environments on ADHD Behavior: A Classroom-Based Study. Educational Psychology Review, 32(3), 549-566.

References

[1]. Li, W. (2021). The Impact of Gamified Teaching on the Classroom Attention of Elementary Students with ADHD. Chinese Journal of Special Education, (6), 34-38.

[2]. Loe, I. M., & Feldman, H. M. (2007). Academic and Educational Outcomes of Children with ADHD. Journal of Pediatric Psychology, 32, 643-654.

[3]. Murphy, K. R., Barkley, R. A., & Bush, T. (2002). Young Adults with Attention Deficit Hyperactivity Disorder: Subtype Differences in Comorbidity, Educational and Clinical History. Journal of Nervous and Mental Disease, 190, 147-157.

[4]. DuPaul, G. J., & Weygandt, L. L. (2006). School-Based Interventions for Children and Adolescents with Attention-Deficit/Hyperactivity Disorder: Enhancing Academic and Behavioral Outcomes. Education and Treatment of Children, 29, 341-358.

[5]. Kalay, A., & Arıkan, Y. D. (2023). The Effects of Gamified Instructional Material on Learners' Perceived Motivation and Academic Achievement. Journal of Educational Technology & Online Learning, 6(3), 789-807.

[6]. Al-Khresheh, M. H. (2025). The Cognitive and Motivational Benefits of Gamification in English Language Learning: A Systematic Review. The Open Psychology Journal, 18, e18743501359379.

[7]. Alsadoon, H. (2023). The Impact of Gamification on Student Motivation and Engagement: An Empirical Study. Dirasat: Educational Sciences, 50(2).

[8]. Prameswari, K., Novita, I., & Pradana, D. A. (2025). Application of Gamification in Learning: Its Influence on Motivation, Involvement, and Student Learning Outcomes. Journal of Technology, Education & Teaching (J-TECH), 2(1), 149-151.

[9]. Arthur-Kelly, M., Lyons, G., Butterfield, N., & Gordon, C. (2006). Classroom Management: Creating Positive Learning Environments (2nd ed.). Thomson.

[10]. Barkley, R. A. (2006). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (3rd ed.). Guilford Press.

[11]. Geng, G. (2011). Investigation of Teachers' Verbal and Non-Verbal Strategies for Managing Attention Deficit Hyperactivity Disorder (ADHD) Students' Behaviours within a Classroom Environment. Australian Journal of Teacher Education, 36(7), 17-30.

[12]. Plantin Ewe, L. (2019). ADHD Symptoms and the Teacher-Student Relationship: A Systematic Literature Review. Emotional and Behavioural Difficulties, 24(2), 136-155.

[13]. Colberg, L. (2010). Classroom Management and the ADHD Student. Dominican University of California.

[14]. Chen, X. (2022). Design of Classroom Interventions for Elementary Students with ADHD based on Gamification Concepts. Basic Education Research, (10), 56-60.

[15]. Sun, L. (2020). Integrating Multi-Sensory Teaching and Gamification Strategies in Attention-Deficit Interventions. Modern Educational Technology, 30(5), 74-79.

[16]. Anderson, L., Harrison, J., & Reilly, P. (2017). Gamification Strategies to Improve Attention in ADHD Students. Journal of Child Psychology and Education, 34(2), 134-142.

[17]. Pope, A., Stevens, C., & Hall, M. (2020). The Impact of Gamified Learning Environments on ADHD Behavior: A Classroom-Based Study. Educational Psychology Review, 32(3), 549-566.

Cite this article

He,Z. (2025). "Microcirculation Instant Feedback" Gamification Intervention Classroom Implementation Problem for ADHD Students. Lecture Notes in Education Psychology and Public Media,123,6-11.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

About volume

Volume title: Proceedings of ICILLP 2025 Symposium: Psychological Perspectives on Teacher-Student Relationships in Educational Contexts

ISBN: 978-1-80590-401-4(Print) / 978-1-80590-402-1(Online)
Editor: Renuka Thakore, Abdullah Laghari
Conference website: https://2025.icillp.org/Nawabshah.html
Conference date: 17 October 2025
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.123
ISSN: 2753-7048(Print) / 2753-7056(Online)

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