Creating a Cybernetic Feedback Mechanism for Students with ADHD Using ALEKS

This study investigates the application of the Assessment and Learning in Knowledge Spaces (ALEKS) tool in providing real-time assistance to high school students with attention deficit hyperactivity disorder (ADHD). Using Gordon Pask’s conversation theory, the research visualizes human-machine interactions among the computers, students, and teacher within a precalculus classroom. Over 17 weeks of instruction, a mixed-methods approach measured student conceptual differentiation self-efficacy to assess the outcomes of collective action. Specifically, the study examined whether a cybernetic live review mechanism increases students’ confidence in mathematical problem-solving compared to post-session reviews. Trend analysis of self-report surveys from two students with ADHD revealed that conceptual differentiation self-efficacy was higher on live review days. Qualitative focus group data indicated that students believed ALEKS heightened focus and provided explicit problem-solving directions. However, students suggested that potential benefits could be further augmented through improved one-to-one correspondence between ALEKS topic organization, classroom binders, and weekly worksheets.