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Journal of Nervous and Mental Disease, 185(8), 475-482. doi:10.1097/00005053-199708000- 00001 Hypermedia Tools Enhance Learning in ADHD Students Rosa Angela Fabio, Ph.D. and Alessandro Antonietti, Ph.D. Hypermedia tools are computer-based devices designed to promote learning in educational settings. In comparison to traditional educational instruments, hypermedia tools have the advantage of providing learners with concepts presented through a variety of symbols (written texts, oral narratives, pictures, animations, and sounds) (Mayer, 2005) and of offering learners control over the instructional process by allowing them to choose the preferred sequence along with access contents (Shin, Schallert, & Savenye, 1994). Here, we wish to briefly summarize the findings of our recently published study on this topic (Fabio & Antonietti, 2012). The alleged benefits of hypermedia devices have been supported by several studies (e.g., Mayer, 2003, 2005; Najjar, 1998; Sweller, 1999; Van Merrienboer, 1997). Such benefits have been proven also for students showing learning prob- lems (Hall, Hughes, & Filibert, 2000). As far as this issue is concerned, Maccini, Gagnon, and Hughes (2002) conducted a comprehensive review of the litera- ture on technology-based practices ad- dressed to secondary school students identified as learning disabled. Hyper- media tools appeared to be relevant in- struments for educating these kinds of students. However, few studies investi- gated the relationships between the ef- fectiveness of hypermedia instructional tools and attention deficit/hyperactiv- ity disorder (ADHD) although there are several reasons to hypothesize that hy- permedia instruments can play a role to overwhelm the difficulties that ADHD students encounter in learning. WHY HYPERMEDIA CAN ENHANCE LEARNING IN ADHD STUDENTS ADHD students show difficulty in sus- taining effort and motivation, particu- larly in the face of tedious tasks and minimal reinforcement. Barkley (1997) also stressed motivational factors in his model of executive functioning in ADHD, with poor motivation concep- tualized as stemming primarily from a behavioral inhibition deficit leading to disruptions in the executive function of self-regulation of affect, motivation, and arousal. Indirect support to the role of motivational factors was obtained in a study by Slusarek, Velling, Bunk, and Eggers (2001) who showed that ADHD children performed an attention task re- quiring inhibitory control as well as nor- mally developing children when high incentives were provided. We can argue that hypermedia tools should increase motivation thanks to the attraction, the curiosity, and the sense of control over the learning process that they produce in the users. This leads us to predict that ADHD students may perform better in learning tasks when they are allowed to employ such instruments. ENHANCING KNOWLEDGE THROUGH HYPERMEDIA TOOLS Past studies suggested that cases of ADHD may benefit from the use of hy- permedia tools in learning, so an inter-