DOI: 10.55020/iojpe.1936264 ISSN: 1300-915X

A SYSTEMATIC REVIEW ON ARTIFICIAL INTELLIGENCE-BASED ACADEMIC AND PSYCHOSOCIAL INTERVENTIONS FOR STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER

Ilias Tsolakidis, Thanos Touloupis, Anastasia Alevriadou, Stergıanı Gıaourı, Dimitrios Chasapis
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Attention-Deficit/Hyperactivity Disorder (ADHD) presents persistent academic and psychosocial challenges across the lifespan. This systematic literature review examines the emerging role of Artificial Intelligence (AI) as a potential supportive tool in addressing these difficulties. Following PRISMA guidelines, nine empirical studies published between 2020 and 2025 were synthesized to evaluate the effectiveness of AI-based interventions. Results indicate that academic interventions, such as electroencephalogram (EEG)-based game frameworks and socially assistive robots, may enhance concentration, task management, and academic performance across primary, secondary, and higher education. Psychosocially, AI-driven tools like digital journaling and mood trackers show promise in promoting emotional regulation and improving quality of life. The synthesis reveals that AI acts as a dynamic cognitive and emotional scaffold, facilitating real-time personalization and non-judgmental feedback. This systematic literature review concludes that AI-based interventions can function as a valuable support framework in specialized education, providing students with ADHD the personalized and adaptive support necessary to achieve their full academic potential and psychosocial resilience.

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