System for teaching English to students with attention deficit hyperactivity disorder

Abstract

A system for teaching English to students with attention deficit hyperactivity disorder (ADHD), consisting of: a. a mobile processing unit that runs on smartphones and tablets with the Android operating system and is configured to execute software instructions, provide an interactive learning environment and process user input in real time; b. an adaptive difficulty adjustment unit containing a processor and configured to modify the complexity of presented learning tasks based on real-time monitoring of user performance data, wherein this unit uses a feedback loop to increase or decrease the difficulty of the tasks depending on the user's success or failure in previous tasks; c. a vocabulary presentation unit for presenting English vocabulary in the context of everyday activities, wherein this unit integrates visual and auditory output devices for displaying the vocabulary in a structured and engaging format optimized for pupils with ADHD; d. a user interface control unit that is operationally connected to the mobile processing unit and allows the user to adjust various display and audio parameters to minimize distractions and improve concentration, with settings such as screen brightness, text size and volume being adjustable according to individual preferences; e.g. a reward allocation circuit integrated into the adaptive difficulty adjustment unit, responsible for issuing virtual rewards upon task completion. Internal scoring mechanisms are used to track user progress and award corresponding points or incentives; f. a feedback control unit connected to the vocabulary presentation unit and responsible for providing immediate corrective feedback based on the user's interaction with the system, with feedback being generated in a visual and acoustic manner to provide clarity about correct and incorrect answers.

Description

Technical area

[0001] The present invention relates to a system developed for educational purposes, particularly for teaching English as a foreign language to students diagnosed with attention-deficit / hyperactivity disorder (ADHD). The system is specifically implemented as a mobile application that utilizes adaptive gamification techniques to address the learning needs of students with ADHD and ensure a distraction-free, engaging, and effective learning environment. Background of the invention

[0002] Students with attention-deficit / hyperactivity disorder (ADHD) face significant challenges in traditional educational settings due to symptoms such as difficulty with sustained attention, impulsivity, and hyperactivity. These problems often lead to poor academic performance, particularly in subjects that require long periods of concentration and memorization, such as language learning. English as a foreign language, in particular, involves repetitive tasks such as vocabulary memorization, grammar exercises, and sentence structure, all of which require sustained cognitive engagement—something students with ADHD struggle to maintain.

[0003] Existing language teaching solutions generally fall into two categories: traditional classroom instruction and digital learning platforms. In the classroom, teachers typically follow a structured curriculum and deliver content to students through lectures, group activities, and written exercises. However, this format can be overwhelming for students with ADHD, who may struggle to follow longer lessons or are easily distracted by their surroundings or classmates. Furthermore, classroom teaching methods often lack the personalization and pacing needed to maintain these students' attention.

[0004] On the other hand, many digital language learning platforms, such as mobile apps and online courses, have emerged to make language learning more interactive and accessible. While these platforms offer advantages such as on-demand access, multimedia content, and progress tracking, they are generally designed for the average learner and do not specifically address the unique needs of students with ADHD. Most of these applications represent a one-size-fits-all model, where tasks are uniform, repetitive, and linear. This approach does not address the need to dynamically adjust difficulty or pace to individual progress. Furthermore, most language learning apps rely heavily on passive learning methods such as reading and memorization, which are ineffective for students with ADHD who benefit from more active, hands-on learning experiences.

[0005] Another key limitation of existing digital language learning tools is the lack of real-time feedback and customization options. Many platforms offer limited corrective feedback, often in a delayed or abstract format, which may not be helpful for students who need immediate answers to understand their mistakes. The customization options offered by these apps are also minimal, making it difficult for students with ADHD to adapt the learning environment to their specific needs. In most cases, the visual and auditory stimuli are not optimized to minimize distractions, and the lessons are not broken down into smaller, manageable chunks that accommodate the short attention spans of students with ADHD.

[0006] Thus, there remains a gap in the market for an educational system specifically designed to teach students with ADHD in a way that meets their individual learning needs. The present invention fills this gap by providing a highly adaptive, interactive, and customizable system that delivers educational content through gamification, immediate feedback, and user-specific interfaces. This system utilizes mobile technology to create an engaging, distraction-free learning environment that promotes motivation and ensures steady progress in language acquisition. Summary of the invention

[0007] The present invention is a system designed to teach English to students aged 13 to 15 who have been diagnosed with ADHD. The system is designed to run on Android-based smartphones and tablets and focuses on teaching vocabulary related to everyday routines such as "brushing teeth," "getting dressed," or "eating breakfast." The system uses an adaptive gamification engine that adjusts the difficulty and content of exercises based on the learner's progress, making it easier for students to stay engaged. This adaptive feature continually presents students with tasks that challenge their current skill level without causing frustration or disinterest.

[0008] The system also includes a vocabulary learning module that presents the content in a visually appealing and easy-to-understand manner. The content is divided into short, manageable learning units to accommodate the attention span of students with ADHD. As users progress through the application, they encounter a series of interactive games, each of which teaches them new vocabulary related to everyday routines. A challenge and reward system is embedded within the application, offering virtual rewards in the form of points for completing tasks. This motivates students to stay engaged and continue learning.

[0009] The application's interface is designed to be simple and intuitive, minimizing distractions and ensuring students with ADHD can focus on the task at hand. The interface is customizable, allowing users to adjust visual and audio settings to their individual preferences. Furthermore, the system provides real-time feedback after each task, allowing students to immediately understand their mistakes and receive guidance for improvement. This immediate feedback loop encourages students to learn from their mistakes while staying motivated.

[0010] To support educators and parents, the system features an analytics module that tracks a student's learning progress over time. This data is used to generate reports that help identify areas where the student may need additional attention, enabling targeted learning interventions. Objects of the invention 1. The aim is to provide an English language teaching system specifically designed for students diagnosed with ADHD, taking into account their particular learning difficulties, such as short attention span, impulsivity, and difficulty completing tasks. 2. The goal is to create a dynamic, adaptive learning environment in which the complexity and difficulty of tasks are automatically adjusted based on the user's real-time performance. This ensures that the content remains challenging but achievable for each individual learner. 3. The objective is to introduce gamification techniques that increase student engagement by providing an interactive and rewarding learning experience where virtual rewards such as points or levels are earned for completing tasks related to learning English vocabulary and routines. 4. To provide a highly customizable user interface that allows students to adjust visual and audio settings according to their personal needs, so they can minimize distractions and focus on the task at hand. 5. Providing real-time feedback and guidance, helping students identify their mistakes immediately, and offering constructive advice for improvement is crucial for maintaining motivation and progress, especially for students with ADHD. 6. To break language learning tasks into short, manageable chunks so that students with ADHD can complete the tasks in quick, focused sessions that match their attention span, thereby reducing fatigue and frustration. 7. Integration of multimedia elements, such as visual and auditory cues, which support the learning process by involving multiple sensors and thus improve the cognitive association between words and their meanings. 8. Enables data collection and progress tracking so parents and teachers can monitor student progress over time, identify areas for improvement, and intervene as needed to support individual learning needs. 9. The aim is to provide an accessible and scalable system that can be used in numerous learning environments – from the classroom to home learning – taking advantage of the widespread availability of mobile devices. SHORT DESCRIPTION OF THE FIGURE

[0011] These and other features, aspects, and advantages of the present invention will become more readily understood when the following detailed description is read in conjunction with the accompanying drawings, in which like characters represent like parts throughout. Fig. Figure 1 shows a block diagram of a system for teaching English to students with attention deficit / hyperactivity disorder (ADHD).

[0012] Furthermore, those skilled in the art will appreciate that elements in the drawings are shown for convenience and may not necessarily be drawn to scale. For example, the flowcharts illustrate the method by key steps to enhance understanding of aspects of the present disclosure. Furthermore, with respect to device construction, one or more components of the device may have been represented in the drawings by conventional symbols, and the drawing may show only the specific details relevant to understanding embodiments of the present disclosure in order not to clutter the drawings with details that would be readily apparent to those skilled in the art who would benefit from the description herein. Detailed description of the invention

[0013] To facilitate an understanding of the principles of the invention, reference will now be made to the embodiment illustrated in the drawings and described in specific language. It is to be understood, however, that no limitation on the scope of the invention is intended thereby, since such changes and further modifications of the illustrated system and such further applications of the principles of the invention as illustrated therein are contemplated as would normally occur to one skilled in the art to which the invention pertains.

[0014] It will be understood by one skilled in the art that the foregoing general description and the following detailed description are exemplary and explanatory of the invention and are not intended to be limiting thereof.

[0015] References in this specification to "one aspect," "another aspect," or similar expressions mean that a particular feature, structure, or characteristic described in connection with the embodiment is included in at least one embodiment of the present disclosure. Therefore, occurrences of the terms "in one embodiment," "in another embodiment," and similar expressions throughout this specification may or may not all refer to the same embodiment.

[0016] The terms "comprises," "comprising," or other variations thereof are intended to cover non-exclusive inclusion, such that a process or method comprising a list of steps not only includes those steps, but may also include other steps not expressly listed or inherent in such process or method. Likewise, one or more devices or subsystems or elements or structures or components preceded by "comprises...a" does not preclude, without further limitation, the existence of other devices or other subsystems or other elements or other structures or other components or additional devices or additional subsystems or additional elements or additional structures or additional components.

[0017] Unless defined otherwise, all technical and scientific terms used herein have the same meaning as commonly understood by one of ordinary skill in the art to which this invention belongs. The system, methods, and examples provided herein are for illustrative purposes only and should not be considered limiting.

[0018] Embodiments of the present disclosure will be described in detail below with reference to the accompanying drawings.

[0019] The system proposed in this invention is a mobile application specifically tailored to the educational needs of students with ADHD aged 13 to 15. It focuses on teaching English vocabulary in the context of everyday routines. The application can be installed on Android-based smartphones and tablets and serves as an interactive platform for students to learn through playful tasks and exercises.

[0020] Fig.1 shows a block diagram of a system for teaching English to students with attention deficit hyperactivity disorder (ADHD), comprising: a mobile processing unit 102, operable on smartphones and tablets running the Android operating system, and configured to execute software instructions that provide an interactive learning environment and process user input in real time; an adaptive difficulty adjustment unit 104, including a processor, configured to vary the complexity of presented learning tasks based on real-time monitoring of user performance data, this unit using a feedback loop to increase or decrease the difficulty of the tasks depending on the user's success or failure on previous tasks;a vocabulary presentation unit 106 configured to present English vocabulary related to everyday routines, said unit integrating visual and audio output devices for displaying vocabulary in a structured and engaging format optimized for students with ADHD; a user interface control unit 108 operatively connected to the mobile processing unit and configured to allow the user to adjust various display and audio parameters to minimize distractions and improve concentration, with settings such as screen brightness, text size, and volume adjustable according to individual preferences;A reward allocation circuit 110 integrated into the adaptive difficulty adjustment unit, which circuit is responsible for issuing virtual rewards upon task completion and uses internal scoring mechanisms to track user progress and issue appropriate points or incentives; A feedback control unit 112, connected to the vocabulary presentation unit, which is responsible for providing immediate corrective feedback based on the user's interaction with the system. The feedback is generated visually and audibly to clarify correct and incorrect answers.

[0021] In one embodiment, the adaptive difficulty adjustment unit 104 is further configured to store performance data in a local or cloud-based storage component, enabling progressive task calibration based on collected user performance metrics.

[0022] In one embodiment, the vocabulary presentation unit includes an image recognition processor to correlate visual input with associated vocabulary and enhance cognitive association by displaying images associated with English words for daily routines.

[0023] In one embodiment, the user interface controller 108 includes interface processing circuitry configured to interpret user commands and change the system display and audio output in real time, thereby creating a customized learning environment tailored to the needs of students with ADHD.

[0024] In one embodiment, the reward allocation circuit 110 is configured to store virtual points in a non-volatile memory device, which points can be redeemed to unlock new levels or content in the system, thereby ensuring continued user engagement.

[0025] In one embodiment, the feedback controller 112 uses a pattern recognition processor to track user errors and dynamically adapt future tasks, providing tailored corrective actions to improve the learning curve for students with ADHD.

[0026] In one embodiment, the mobile processing unit 102 is connected to a local storage device for storing user profiles, allowing the system to load custom settings and adaptive difficulty parameters for each student based on previous sessions.

[0027] In one embodiment, the vocabulary presentation unit 106 integrates a tactile response interface that allows users to interact with the displayed content through touch-based inputs, thereby enhancing sensory engagement and retention for learners with ADHD.

[0028] The system proposed in this invention is a mobile application specifically tailored to the educational needs of students with ADHD aged 13 to 15. It focuses on teaching English vocabulary in the context of everyday routines. The application can be installed on Android-based smartphones and tablets and serves as an interactive platform for students to learn through playful tasks and exercises.

[0029] It is a mobile application specifically designed to encourage English proficiency among teenagers. Compared to other language learning applications, it has several novel features. These innovations focus on English pedagogy, the technology used, and adaptation to the specific needs of teenagers. For example, adaptive gamification adapts to each student's progress and level, offering appropriate challenges to maintain student interest and motivation. It also provides immediate feedback and rewards, as offering instant feedback and virtual rewards (such as points) or a positive incentive can sustain teens' attention.

[0030] For students with ADHD, the app must be tailored to their specific needs and create a learning environment that minimizes distractions and maintains their interest. This environment should include a clean, easy-to-navigate user interface with a design that minimizes visual distractions and is intuitive, helping students with ADHD focus better on tasks. This breaks down the content into short, manageable lessons, allowing students to complete small tasks quickly, which can help maintain attention and reduce fatigue.

[0031] In one embodiment, the mobile processing unit is the central control element of the system and is responsible for executing and managing the overall functionality of the application. It runs on smartphones and tablets and utilizes the processing power of the Android operating system to perform various interactive learning tasks. This unit coordinates the activities of all other components, including processing real-time data from user interactions, managing input / output operations, and ensuring the efficient execution of tasks such as loading vocabulary exercises and controlling difficulty adjustments. It processes user commands, interprets sensor data, and manages memory to provide a seamless user experience.In addition, the mobile processing unit is responsible for coordinating communication between the hardware elements and the software components of the system, ensuring that the application functions optimally and without interruptions.

[0032] In one embodiment, the adaptive difficulty adjustment unit comprises a processing unit, which is a dynamic system that changes the complexity of learning tasks based on the user's real-time performance. This unit continuously monitors how well the student is engaging with the material and uses performance metrics to adjust the difficulty of future tasks. For example, if the student consistently completes tasks correctly, the system increases the challenge by introducing more complex vocabulary or sentences. Conversely, if the student is struggling, the unit decreases the difficulty of the task and offers simpler exercises to reinforce basic concepts.This customization is crucial for maintaining user engagement, especially for students with ADHD, as it prevents both frustration from tasks that are too difficult and boredom from tasks that are too easy.

[0033] In one embodiment, the vocabulary presentation unit is responsible for delivering the learning content to the user, specifically focusing on teaching English vocabulary related to everyday routines. This unit is integrated with the mobile device's display and audio systems to present vocabulary in a visually and aurally engaging way. It uses visual stimuli such as images or icons paired with text to introduce new words and phrases, and aural components to reinforce pronunciation. The unit is designed to present the content in short, manageable sessions, allowing students to complete tasks quickly without losing focus, an essential feature for learners with ADHD.The vocabulary presentation unit ensures that the content is delivered in a structured manner that enhances the cognitive association between words and their meanings.

[0034] In one embodiment, the user interface control unit is designed to allow students to customize their learning environment to their individual needs. This unit manages the interaction between the user and the system and provides options for adjusting visual and auditory settings. For example, users can change the screen brightness, text size, or color contrast to minimize distractions and optimize readability. They can also adjust the volume or mute background noise as needed. This customizable interface is critical for students with ADHD, allowing them to create a learning environment that reduces overstimulation and improves concentration. The user interface control unit also ensures that the system remains easy to navigate, with large icons and simple menus to avoid confusion or frustration.

[0035] In one embodiment, the reward allocation circuit is responsible for implementing the system's gamification features by distributing virtual rewards based on the user's performance. This unit tracks task completion and assigns points or other incentives based on the user's success in completing learning challenges. The reward allocation circuit is integrated with the system's internal memory to store points that can be used to unlock new content or features within the application. By providing immediate positive reinforcement, this circuit helps maintain user engagement, particularly for students with ADHD, by motivating them to continue working through the learning material. The reward system also provides a sense of achievement, which is crucial for maintaining motivation over longer periods of time.

[0036] In one embodiment, the feedback controller generates immediate responses to user input during learning tasks. This unit analyzes the student's responses and provides real-time corrective feedback, either through visual cues, auditory signals, or both. For example, if a student selects an incorrect answer, the system displays a message indicating the error and suggests the correct answer or an explanation. Conversely, if a student selects a correct answer, the system provides positive feedback, such as an auditory or visual reward. This feedback loop is important for guiding the student through the learning process and helping them understand their errors without becoming discouraged. The feedback controller is optimized to provide supportive and constructive guidance, which is especially important for students with ADHD, as it helps them stay focused and engaged.

[0037] In one embodiment, the vocabulary recognition processor is a specialized component within the system designed to link visual and auditory inputs to the vocabulary being taught. This processor helps link images of everyday activities, such as brushing teeth or getting dressed, to the corresponding English words. The processor uses image and audio data to enhance the learning process, providing students with a multisensory experience that strengthens the connection between the word and its meaning. This is especially beneficial for students with ADHD, as it creates a more engaging and interactive learning environment that can help improve retention and comprehension.

[0038] In one embodiment, the tactile responsive interface is an additional layer of interaction within the system that allows users to interact with the application via touch-based input. This interface is connected to the mobile processing unit and allows users to interact with the presented content by tapping or swiping on the device's screen. The tactile responsive interface provides immediate feedback in response to user actions, such as selecting vocabulary or completing a task, further enhancing user engagement. The integration of touch-based interaction helps students with ADHD remain physically involved in the learning process, thereby enhancing the experience and supporting active learning strategies.

[0039] The present invention provides a system specifically designed for teaching English to students with attention-deficit / hyperactivity disorder (ADHD) that leverages modern mobile technology. The system's innovative components, including the adaptive difficulty adjustment unit, vocabulary presentation unit, reward allocation circuit, feedback control unit, and customizable user interface, work together to create a highly engaging and supportive learning environment. By addressing the specific needs of students with ADHD, such as maintaining attention, minimizing distractions, and providing immediate feedback, this system ensures that students can progress at their own pace while remaining motivated and focused.

[0040] The drawings and the foregoing description provide examples of embodiments. Those skilled in the art will recognize that one or more of the described elements may well be combined into a single functional element. Alternatively, certain elements may be separated into multiple functional elements. Elements from one embodiment may be added to another embodiment. Furthermore, those acts that are not dependent on other acts may be performed in parallel with the other acts. The scope of the embodiments is in no way limited to these specific examples. Numerous variations, whether explicitly stated in the specification or not, such as differences in structure, dimension, and use of materials, are possible. The scope of the embodiments is at least as broad as stated in the following claims.

[0041] Advantages, other benefits, and solutions to problems have been described above with reference to specific embodiments. However, the advantages, benefits, solutions to problems, and any components that may cause an advantage or solution to occur or become more apparent are not to be construed as a critical, required, or essential feature or component of any or all of the claims. REFERENCES 100 A system for teaching English to students with attention deficit / hyperactivity disorder (ADHD). 102 A mobile processing unit 104 An Adaptive Difficulty Adjustment Unit 106 A vocabulary presentation unit 108 A user interface control unit 110 A reward allocation circuit 112 A feedback control unit

Claims

[1] A system for teaching English to students with attention deficit hyperactivity disorder (ADHD), comprising: a. a mobile processing unit running on smartphones and tablets with the Android operating system and configured to execute software instructions, provide an interactive learning environment and process user input in real time; b. an adaptive difficulty adjustment unit including a processor and configured to modify the complexity of presented learning tasks based on real-time monitoring of user performance data, said unit using a feedback loop to increase or decrease the difficulty of the tasks depending on the user's success or failure on previous tasks; c. a vocabulary presentation unit to present English vocabulary in the context of everyday activities, integrating visual and audio output devices to display vocabulary in a structured and engaging format optimized for students with ADHD; d. a user interface control unit operatively connected to the mobile processing unit, which allows the user to adjust various display and audio parameters to minimize distractions and improve concentration, with settings such as screen brightness, text size and volume being adjustable according to individual preferences; e. A reward allocation circuit integrated into the adaptive difficulty adjustment unit, responsible for distributing virtual rewards upon task completion. Internal scoring mechanisms are used to track user progress and award appropriate points or incentives. f. a feedback control unit connected to the vocabulary presentation unit and responsible for providing immediate corrective feedback based on the user's interaction with the system, with the feedback being generated visually and audibly to provide clarity on correct and incorrect answers. [2] The system of claim 1, wherein the adaptive difficulty adjustment unit is further configured to store performance data in a local or cloud-based storage component, enabling progressive task calibration based on collected user performance metrics. [3] The system of claim 1, wherein the vocabulary presentation unit comprises an image recognition processor to correlate visual inputs with the associated vocabulary and enhance cognitive association by displaying images associated with English words for daily routines. [4] The system of claim 1, wherein the user interface controller comprises interface processing circuitry configured to interpret user commands and change the system display and audio output in real time, thereby creating a customized learning environment tailored to the needs of students with ADHD. [5] The system of claim 1, wherein the reward allocation circuit is configured to store virtual points in a non-volatile storage device, which points are redeemable to unlock new levels or content in the system, thereby ensuring continued user engagement. [6] The system of claim 1, wherein the feedback controller uses a pattern recognition processor to track user errors and dynamically adapt future tasks, and provides tailored corrective actions to improve the learning curve for students with ADHD. [7] The system of claim 1, wherein the mobile processing unit is connected to a local storage device for storing user profiles, whereby the system can load custom settings and adaptive difficulty parameters for each student based on previous sessions. [8] The system of claim 1, wherein the vocabulary presentation unit integrates a tactile response interface that allows users to interact with the displayed content through touch-based inputs, thereby enhancing sensory engagement and improving retention in learners with ADHD.

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