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te
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c
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it
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b
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li
ty
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r
st
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d
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ts
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tt
e
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t
io
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e
ficit
h
y
p
e
ra
c
ti
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it
y
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is
o
rd
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r
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HD
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rre
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e
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s
fre
q
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ry
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r
stu
d
e
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ts
with
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DH
D,
su
c
h
a
s
in
stru
c
to
r
h
a
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d
m
o
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m
e
n
ts,
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n
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h
o
w
t
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d
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iffi
c
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we
p
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se
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t
th
e
AD
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o
n
li
n
e
i
n
stru
c
t
o
r
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d
a
tas
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t
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a
p
a
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lar
b
e
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h
m
a
rk
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o
r
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g
in
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c
ti
o
n
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l
h
a
n
d
m
o
v
e
m
e
n
t
in
v
id
e
o
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i
tab
il
it
y
to
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l
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h
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a
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s
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e
o
f
a
re
fe
re
n
c
e
d
a
tas
e
t
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c
las
sify
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c
a
ti
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a
l
v
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re
lev
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n
t
t
o
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HD
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e
c
o
n
d
,
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h
e
sy
ste
m
i
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lu
d
e
s
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re
a
ti
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u
lt
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t
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re
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se
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la
ss
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ti
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c
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ra
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y
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g
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k
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sp
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ifi
c
e
n
h
a
n
c
e
m
e
n
ts
a
n
d
o
p
ti
m
ize
d
a
rc
h
it
e
c
tu
re
s.
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h
is
so
lv
e
s
t
h
e
re
q
u
irem
e
n
t
fo
r
a
stro
n
g
m
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e
l
t
h
a
t
c
a
n
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ist
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g
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ish
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e
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e
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su
it
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le
a
n
d
u
n
su
i
tab
le
in
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c
ti
o
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a
l
c
o
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ten
t.
Co
m
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h
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siv
e
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ts
u
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g
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re
train
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o
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ti
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l
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ra
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two
r
k
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ica
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e
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c
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ra
c
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f
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lt
s
h
ig
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o
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teg
ra
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lea
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o
d
s
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stru
c
tu
re
d
b
e
n
c
h
m
a
rk
d
a
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ts,
e
x
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p
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teria
ls d
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sig
n
e
d
f
o
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st
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d
e
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ts wi
th
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HD
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K
ey
w
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r
d
s
:
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n
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in
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u
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r
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atas
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Atten
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W
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s
tu
d
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ts
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d
ef
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h
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p
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ac
tiv
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d
is
o
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ADH
D)
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wev
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th
ese
s
tu
d
en
ts
f
r
eq
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e
n
tly
f
in
d
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ter
n
et
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u
c
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v
id
eo
s
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ite
d
if
f
icu
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m
o
s
tly
b
ec
au
s
e
o
f
th
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g
th
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c
o
m
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lex
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,
an
d
g
e
n
er
al
q
u
ality
o
f
th
e
v
i
d
eo
s
.
Stu
d
en
ts
with
ADHD
h
av
e
s
p
ec
ial
lear
n
i
n
g
n
ee
d
s
th
at
a
r
e
o
f
ten
o
v
er
lo
o
k
ed
b
y
tr
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itio
n
al
teac
h
in
g
tec
h
n
iq
u
es
a
n
d
d
ig
ital
to
o
ls
,
wh
ich
lo
wer
s
th
ei
r
ef
f
ic
ac
y
an
d
en
g
a
g
em
en
t
[
1
]
.
T
h
e
ef
f
ec
ts
o
f
m
a
n
y
c
o
m
p
o
n
en
ts
o
f
in
s
tr
u
ctio
n
al
f
ilm
s
f
o
r
s
tu
d
e
n
ts
with
ADHD
,
s
u
ch
as
item
d
iv
er
s
ity
,
v
id
eo
len
g
th
,
au
d
io
an
d
v
is
u
al
q
u
ality
,
a
n
d
th
e
teac
h
er
h
a
n
d
m
o
v
em
en
t,
h
av
e
b
ee
n
th
e
s
u
b
ject
o
f
ex
ten
s
iv
e
r
esear
ch
.
Han
d
m
o
v
em
e
n
t
ar
e
am
o
n
g
th
e
m
o
s
t
im
p
o
r
tan
t
n
o
n
v
e
r
b
al
clu
es
th
at
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n
im
p
r
o
v
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c
o
m
p
r
eh
en
s
io
n
f
o
r
s
tu
d
en
ts
with
ADHD
.
R
esear
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in
g
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
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8
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8
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I
n
t J E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
15
,
No
.
5
,
Octo
b
e
r
20
25
:
4
8
8
9
-
4
8
9
8
4890
g
estu
r
es
in
th
e
class
r
o
o
m
in
cr
ea
s
es
th
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lik
elih
o
o
d
th
at
s
tu
d
en
ts
with
ADHD
wil
l
lear
n
an
d
p
ar
ticip
ate
[
2
]
.
T
h
is
s
u
g
g
ests
th
at
watc
h
in
g
m
o
v
ies
with
th
ese
cu
es
m
ay
h
elp
s
tu
d
en
ts
lear
n
m
o
r
e
e
f
f
ec
tiv
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d
p
ay
atten
tio
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s
o
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tim
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ally
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th
e
len
g
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o
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m
o
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ies
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im
p
o
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m
ai
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tain
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g
y
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u
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g
s
ter
s
with
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'
s
atte
n
tio
n
.
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eo
s
lo
n
g
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th
a
n
f
if
t
ee
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in
u
tes
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av
e
b
ee
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s
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to
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ce
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iewe
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d
m
em
o
r
y
r
ec
all
[
3
]
.
T
h
u
s
,
s
ettin
g
s
en
s
ib
le
tim
e
r
estrictio
n
s
f
o
r
v
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d
eo
s
is
cr
u
cial
to
m
ax
im
izin
g
th
e
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r
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ce
s
s
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r
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in
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g
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ir
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[
4
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T
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tr
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b
u
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o
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A
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itab
le
f
o
r
s
tu
d
en
ts
with
ADHD
is
p
r
esen
ted
;
ii)
T
h
e
A
D
H
D
o
n
li
n
e
i
n
s
t
r
u
c
t
o
r
(
A
O
I
)
d
a
t
a
s
e
t
w
as
c
r
e
a
t
e
d
,
r
e
g
a
r
d
i
n
g
t
h
e
a
b
s
e
n
c
e
o
f
a
d
a
t
as
e
t
a
i
m
ed
a
t
t
h
i
s
p
u
r
p
o
s
e
,
i
t
i
n
c
l
u
d
e
s
1
0
,
6
0
0
p
h
o
t
o
s
t
h
a
t
h
i
g
h
l
i
g
h
t
i
m
p
o
r
t
a
n
t
e
l
e
m
e
n
ts
s
u
ch
a
s
t
h
e
i
n
s
t
r
u
c
t
o
r
'
s
h
a
n
d
m
o
v
e
m
e
n
t
s
;
ii
i
)
A
f
iv
e
-
p
h
ases
co
n
ten
t
th
e
s
u
itab
ilit
y
ev
alu
atio
n
s
y
s
tem
was
cr
ea
ted
,
to
m
ak
e
s
u
r
e
th
at
it
m
ee
ts
th
e
n
ee
d
s
o
f
s
tu
d
e
n
ts
with
ADHD
,
th
is
s
y
s
tem
ef
f
icien
tly
an
aly
s
es
an
d
ca
teg
o
r
izes
v
id
eo
co
n
ten
t
u
s
in
g
th
e
en
h
an
ce
d
VGG1
6
m
o
d
el
in
c
o
m
b
in
atio
n
with
th
e
YOL
O
an
d
Op
en
C
V
lib
r
ar
ies
.
T
h
e
p
ap
er
is
o
r
g
a
n
ized
as
f
o
llo
ws:
I
n
s
ec
tio
n
2
,
ex
am
in
es
th
e
wo
r
k
r
elatin
g
to
th
is
p
ap
e
r
.
Sectio
n
3
d
escr
ib
es
th
e
p
r
o
p
o
s
ed
ADHD
s
y
s
tem
.
I
n
s
ec
tio
n
4
,
th
e
r
esu
lts
o
f
th
e
p
r
o
p
o
s
ed
s
y
s
tem
ar
e
ex
am
in
ed
.
Sectio
n
5
p
r
o
v
id
ed
a
f
u
t
u
r
e
d
ir
ec
tio
n
f
o
r
th
e
s
u
g
g
ested
s
y
s
te
m
an
d
s
u
m
m
a
r
ized
th
e
f
in
d
in
g
s
o
f
th
is
wo
r
k
.
2.
RE
L
AT
E
D
WO
RK
T
h
e
liter
atu
r
e
o
n
d
ee
p
lear
n
i
n
g
-
b
ased
v
id
e
o
class
if
icatio
n
f
o
r
ADHD
s
tu
d
en
ts
is
r
ev
iew
ed
in
th
is
s
ec
tio
n
.
I
t
ad
d
r
ess
es
f
iv
e
m
ain
is
s
u
es:
attem
p
t
s
to
ca
teg
o
r
ies
v
id
eo
s
ac
co
r
d
i
n
g
to
th
eir
s
u
itab
ilit
y
an
d
q
u
ality
;
d
if
f
icu
lties
ADHD
s
tu
d
en
ts
f
ac
e
wh
en
lear
n
in
g
o
n
lin
e;
th
e
ap
p
licatio
n
o
f
d
ee
p
lear
n
in
g
to
v
id
eo
an
al
y
s
is
;
m
eth
o
d
s
s
u
ch
as
f
ea
tu
r
e
ex
tr
a
ctio
n
an
d
d
ata
au
g
m
e
n
tatio
n
;
an
d
co
m
p
ar
is
o
n
s
with
cu
r
r
e
n
t
ap
p
r
o
ac
h
es.
T
h
ese
f
ield
s
s
h
o
w
th
e
g
a
p
s
in
o
u
r
e
x
is
tin
g
u
n
d
e
r
s
tan
d
in
g
an
d
g
iv
e
o
u
r
r
esear
ch
c
o
n
tex
t.
T
h
e
i
m
p
ac
t
o
f
v
is
u
al
an
d
au
d
ito
r
y
co
m
p
o
n
e
n
ts
o
n
lear
n
in
g
o
u
tco
m
es
is
h
ig
h
lig
h
ted
b
y
s
tu
d
ies
ex
am
in
i
n
g
t
h
e
f
u
n
ctio
n
o
f
s
en
s
o
r
y
p
r
o
ce
s
s
in
g
in
ed
u
ca
tio
n
al
s
ettin
g
s
.
Fo
r
ex
am
p
le,
s
tu
d
ies
s
h
o
w
th
at
m
o
v
ies
with
a
m
o
d
er
at
e
am
o
u
n
t
o
f
v
is
u
al
co
m
p
lex
ity
m
ig
h
t
in
cr
ea
s
e
l
ea
r
n
er
s
'
en
g
ag
em
e
n
t
b
y
g
iv
i
n
g
th
e
m
e
n
o
u
g
h
s
tim
u
latio
n
with
o
u
t
b
ein
g
to
o
d
em
an
d
in
g
[
5
]
.
B
u
t
th
er
e
is
not
a
th
o
r
o
u
g
h
e
x
am
in
atio
n
o
f
ADHD
-
s
p
ec
if
ic
is
s
u
es
lik
e
att
en
tio
n
m
an
a
g
em
en
t
in
th
is
s
tu
d
y
.
Similar
ly
talk
s
o
n
h
o
w
s
en
s
o
r
y
p
r
o
ce
s
s
in
g
p
r
o
b
lem
s
af
f
ec
t
lear
n
in
g
an
d
co
n
ce
n
tr
atio
n
m
o
r
e
g
en
er
ally
,
b
u
t it
d
o
es
n
o
t o
f
f
er
an
y
p
r
ac
tical
s
o
lu
tio
n
s
f
o
r
A
DHD
ch
ild
r
en
[
6
]
.
Ad
d
itio
n
al
s
tu
d
ies
ex
a
m
in
e
h
o
w
p
eo
p
le
with
ADHD
s
tr
u
g
g
le
to
in
te
g
r
ate
a
u
d
io
v
is
u
al
in
f
o
r
m
atio
n
,
h
ig
h
lig
h
tin
g
h
o
w
p
r
o
b
lem
s
with
s
en
s
o
r
y
in
teg
r
atio
n
ca
n
im
p
air
th
eir
in
ter
est
an
d
lear
n
in
g
[
5
]
.
T
h
is
is
f
u
r
th
er
e
d
b
y
s
tu
d
y
[
7
]
,
wh
o
in
v
esti
g
ate
th
e
d
if
f
icu
lties
f
ac
ed
b
y
k
id
s
with
ADHD
wh
o
we
ar
b
ilater
al
h
ea
r
in
g
aid
s
,
h
ig
h
lig
h
tin
g
th
e
n
ec
ess
ity
o
f
s
p
ec
ialized
teac
h
in
g
s
tr
ateg
ies.
Desp
ite
th
ese
r
ea
liza
tio
n
s
,
r
esear
ch
o
n
s
en
s
o
r
y
p
r
o
ce
s
s
in
g
h
as
n
o
t
b
e
en
wid
ely
in
c
o
r
p
o
r
ated
in
t
o
u
s
ef
u
l
in
s
tr
u
ctio
n
al
f
r
a
m
ewo
r
k
s
.
R
esear
ch
h
as
also
b
ee
n
d
o
n
e
o
n
th
e
b
en
ef
its
o
f
im
m
er
s
iv
e
tech
n
o
lo
g
y
,
s
u
ch
au
g
m
en
ted
r
ea
lity
(
AR
)
,
in
v
id
eo
-
b
ased
lear
n
in
g
.
B
y
o
f
f
er
in
g
im
m
er
s
iv
e
an
d
e
n
g
ag
in
g
ex
p
er
ie
n
ce
s
,
AR
ca
n
im
p
r
o
v
e
u
n
d
er
s
tan
d
in
g
an
d
e
n
g
ag
em
e
n
t
f
o
r
k
id
s
with
ADHD
,
as
s
h
o
wn
b
y
s
t
u
d
y
[
8
]
.
H
o
wev
er
,
t
h
is
s
tu
d
y
m
o
s
tly
co
n
ce
n
tr
ates
o
n
th
e
ad
v
an
tag
es
o
f
AR
with
o
u
t
d
is
cu
s
s
in
g
th
e
d
if
f
icu
l
ties
o
f
in
co
r
p
o
r
atin
g
th
ese
tec
h
n
o
lo
g
ies
in
t
o
cu
r
r
en
t
ed
u
ca
tio
n
al
in
s
titu
tio
n
s
o
r
th
eir
s
ca
lab
ilit
y
f
o
r
wid
e
r
im
p
lem
en
tatio
n
.
Alth
o
u
g
h
th
ese
s
tu
d
ies
h
ig
h
lig
h
t
v
ar
iab
les
th
at
s
u
p
p
o
r
t
s
tu
d
en
ts
with
ADHD
,
th
ey
f
r
eq
u
e
n
tly
f
o
cu
s
o
n
th
ese
co
m
p
o
n
en
ts
s
ep
ar
ately
,
ig
n
o
r
in
g
a
co
m
p
r
eh
en
s
iv
e
ap
p
r
o
ac
h
.
Nu
m
er
o
u
s
s
tu
d
ies
h
av
e
ex
am
i
n
ed
g
estu
r
es
as
a
teac
h
in
g
to
o
l,
em
p
h
asizin
g
h
o
w
cr
u
cial
th
ey
ar
e
f
o
r
im
p
r
o
v
in
g
u
n
d
er
s
tan
d
in
g
an
d
co
m
m
u
n
icatio
n
in
class
r
o
o
m
en
v
ir
o
n
m
en
ts
.
Su
g
g
est
a
d
ee
p
lear
n
i
n
g
-
b
ased
h
an
d
g
estu
r
e
d
etec
tio
n
s
y
s
tem
th
at
en
h
an
ce
s
teac
h
e
r
-
s
tu
d
en
t
in
ter
ac
tio
n
s
b
y
ac
cu
r
ately
cla
s
s
if
y
in
g
g
estu
r
es
in
r
ea
l
-
tim
e
class
r
o
o
m
s
ettin
g
s
[
2
]
.
Ho
we
v
er
,
th
e
s
tu
d
y
is
li
m
ited
b
y
its
f
o
cu
s
o
n
tech
n
o
lo
g
ical
f
ea
s
ib
ilit
y
with
o
u
t
ev
alu
atin
g
its
im
p
ac
t
o
n
lo
n
g
-
ter
m
lear
n
in
g
o
u
tc
o
m
es.
FR
E
I
T
AS
an
d
in
v
esti
g
a
te
s
ev
er
al
f
o
r
m
s
o
f
g
estu
r
es
an
d
t
h
eir
r
o
les
in
cla
s
s
r
o
o
m
tr
ain
in
g
,
s
tr
ess
in
g
th
ei
r
u
s
ef
u
ln
ess
in
m
u
ltimo
d
al
tea
ch
in
g
[
9
]
.
Yet,
th
is
s
tu
d
y
o
v
er
lo
o
k
s
th
e
lim
itatio
n
s
o
f
s
tan
d
ar
d
izin
g
g
estu
r
e
u
s
e
ac
r
o
s
s
v
ar
ied
teac
h
in
g
s
ty
les.
Mo
r
e
co
m
p
r
eh
e
n
s
iv
e
r
ev
iew
em
p
h
asizes
th
e
b
en
ef
its
o
f
g
es
tu
r
es
f
o
r
e
n
g
ag
em
e
n
t,
m
em
o
r
y
r
ete
n
tio
n
,
a
n
d
co
m
p
r
eh
e
n
s
io
n
wh
ile
u
r
g
in
g
m
o
r
e
s
tu
d
y
o
n
h
o
w
b
est
to
em
p
lo
y
th
em
in
in
s
tr
u
ctio
n
al
tactics
[
1
0
]
.
I
n
o
r
d
er
t
o
im
p
r
o
v
e
3
D
s
p
atial
co
g
n
itio
n
,
p
r
o
v
id
e
"Air
A
n
ato
m
y
,
"
a
r
ev
o
lu
tio
n
ar
y
m
eth
o
d
o
f
teac
h
i
n
g
s
p
atial
an
ato
m
y
in
m
ed
ical
ed
u
ca
tio
n
th
r
o
u
g
h
h
a
n
d
m
o
v
em
e
n
ts
[
1
1
]
.
Desp
ite
b
ein
g
n
o
v
el,
th
is
ap
p
r
o
ac
h
is
s
p
ec
ialized
an
d
m
ig
h
t
n
o
t
tr
an
s
f
er
well
to
o
th
er
f
i
eld
s
.
W
ith
an
em
p
h
asis
o
n
lin
g
u
is
tic
d
ev
elo
p
m
e
n
t,
ex
am
i
n
e
h
o
w
d
elib
er
ate
g
estu
r
es
im
p
r
o
v
e
s
p
ea
k
in
g
a
n
d
lis
ten
in
g
ab
ilit
ies
[
1
2
]
.
Nev
er
th
eless
,
th
er
e
is
n
o
d
is
cu
s
s
io
n
o
f
th
e
s
tu
d
y
's
r
elev
an
ce
t
o
n
o
n
-
lin
g
u
is
tic
s
u
b
jects
o
r
s
itu
atio
n
s
in
clu
d
i
n
g
AD
HD.
T
h
e
d
i
f
f
icu
lties
th
at
s
tu
d
en
ts
with
ADHD
en
co
u
n
ter
i
n
co
n
v
e
n
tio
n
al
cl
ass
r
o
o
m
s
ettin
g
s
h
ig
h
lig
h
t
th
e
n
ec
ess
ity
o
f
f
o
cu
s
ed
in
ter
v
en
tio
n
s
.
T
ea
ch
er
s
ig
n
o
r
an
ce
o
f
ADHD
h
as
an
im
p
ac
t
o
n
class
r
o
o
m
m
an
a
g
em
en
t
an
d
in
s
tr
u
ctio
n
al
ef
f
icac
y
[
1
3
]
.
T
h
e
y
a
d
v
o
ca
t
e
f
o
r
in
cr
ea
s
ed
awa
r
en
ess
an
d
tr
ain
in
g
to
im
p
r
o
v
e
teac
h
in
g
m
eth
o
d
s
.
Ho
wev
er
,
Mu
ltime
d
ia
co
n
ten
t
th
at
is
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
lec
&
C
o
m
p
E
n
g
I
SS
N:
2088
-
8
7
0
8
C
la
s
s
ify
in
g
th
e
s
u
ita
b
ilit
y
o
f e
d
u
ca
tio
n
a
l v
id
eo
s
fo
r
…
(
A
ls
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ma
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4891
tailo
r
ed
to
th
e
lear
n
in
g
n
ee
d
s
o
f
s
tu
d
e
n
ts
with
ADHD
is
cr
u
cial
b
ec
au
s
e
th
ese
s
tu
d
e
n
ts
f
r
eq
u
e
n
tly
s
tr
u
g
g
le
with
s
tan
d
ar
d
teac
h
in
g
tech
n
iq
u
es.
Vis
u
al
m
ater
ials
h
av
e
th
e
p
o
ten
tial
to
im
p
r
o
v
e
co
m
p
r
eh
e
n
s
io
n
an
d
atten
tio
n
,
b
u
t
m
o
s
t
s
tu
d
y
o
n
l
y
lo
o
k
s
at
th
eir
in
d
iv
id
u
al
co
m
p
o
n
e
n
ts
,
wh
ich
lim
its
o
u
r
k
n
o
wled
g
e
o
f
h
o
w
s
u
cc
ess
f
u
l
th
ey
wo
r
k
to
g
eth
e
r
.
Fu
r
th
er
m
o
r
e,
th
e
ex
is
tin
g
r
esear
ch
d
o
es
n
o
t
p
r
o
v
i
d
e
u
s
ef
u
l
f
r
am
ewo
r
k
s
o
r
r
ec
o
m
m
en
d
atio
n
s
to
ass
is
t
in
s
tr
u
cto
r
s
in
ch
o
o
s
in
g
r
elev
an
t
r
eso
u
r
ce
s
f
o
r
s
tu
d
en
ts
with
ADHD
.
T
h
is
p
ap
er
f
ills
th
ese
g
ap
s
b
y
p
u
ttin
g
f
o
r
t
h
an
AI
-
b
ased
class
if
icatio
n
s
y
s
tem
th
at
ass
ess
e
s
ed
u
ca
tio
n
al
v
id
eo
s
ac
co
r
d
in
g
to
h
o
w
s
u
itab
le
th
ey
a
r
e
f
o
r
s
tu
d
en
ts
with
ADHD
.
T
h
e
s
u
g
g
ested
s
y
s
tem
p
r
o
v
id
es
o
b
jectiv
e
an
d
co
n
s
is
ten
t
ev
alu
atio
n
s
o
f
ADHD
-
f
r
ien
d
l
y
f
ea
tu
r
es
b
y
au
t
o
m
atin
g
th
e
ev
alu
atio
n
p
r
o
ce
s
s
u
s
in
g
d
ee
p
lear
n
in
g
tech
n
iq
u
es
an
d
in
co
r
p
o
r
atin
g
k
n
o
wled
g
e
f
r
o
m
AR
-
b
ased
teac
h
in
g
.
T
h
is
s
y
s
tem
g
iv
es
teac
h
er
s
ac
ce
s
s
to
ex
ce
llen
t,
cu
s
to
m
ized
v
id
e
o
co
n
ten
t,
wh
ich
ev
en
tu
ally
en
h
an
ce
s
th
e
e
d
u
ca
tio
n
al
e
x
p
er
ien
ce
s
o
f
s
tu
d
en
ts
with
ADHD
.
T
h
r
o
u
g
h
s
y
s
tem
atic
an
d
v
er
if
i
ed
ass
ess
m
en
t,
th
e
ADHD
v
i
d
eo
class
if
ier
aim
s
to
f
u
n
ctio
n
as
a
co
m
p
r
eh
e
n
s
iv
e
s
o
lu
tio
n
th
at
s
er
v
es th
e
v
a
r
io
u
s
n
ee
d
s
o
f
th
ese
s
tu
d
en
ts
.
3.
P
RO
P
O
SE
D
ADH
D
S
Y
ST
E
M
T
h
e
two
m
ain
p
h
ases
o
f
th
e
s
u
g
g
ested
ADHD
v
id
eo
class
if
ier
s
ar
e
d
ata
p
r
ep
r
o
ce
s
s
in
g
,
tr
ain
in
g
,
an
d
d
ec
is
io
n
,
as
s
h
o
wn
o
n
Fig
u
r
e
1.
T
h
e
s
u
b
s
ec
tio
n
s
th
at
f
o
llo
w
p
r
o
v
id
e
s
p
ec
if
ics
o
n
ea
ch
p
h
ase.
W
h
en
d
eter
m
in
in
g
if
ed
u
ca
tio
n
al
v
id
eo
s
ar
e
s
u
itab
le
f
o
r
s
tu
d
en
ts
w
ith
ADHD
,
s
ev
er
al
elem
e
n
ts
n
ee
d
to
b
e
ca
r
ef
u
lly
co
n
s
id
er
ed
d
u
r
i
n
g
th
e
p
r
e
-
p
r
o
ce
s
s
in
g
p
h
ase.
As
s
h
o
r
ter
v
id
eo
s
ar
e
b
etter
at
h
o
ld
i
n
g
t
h
e
a
tten
tio
n
o
f
s
tu
d
e
n
ts
with
ADHD
,
th
e
p
r
o
ce
d
u
r
e
s
t
ar
ts
with
u
p
lo
a
d
in
g
th
e
v
id
eo
an
d
ev
al
u
atin
g
its
len
g
th
.
Vid
eo
s
th
at
g
o
ab
o
v
e
a
s
p
ec
if
ic
am
o
u
n
t
o
f
tim
e
ar
e
n
o
t
in
clu
d
e
d
.
Af
ter
t
h
e
len
g
th
o
f
th
e
v
id
e
o
h
as
b
ee
n
d
eter
m
in
ed
,
its
q
u
ality
is
ev
alu
ated
b
y
lo
o
k
i
n
g
at
b
o
th
t
h
e
au
d
io
a
n
d
th
e
v
is
u
als
to
m
ak
e
s
u
r
e
th
er
e
is
n
o
b
ac
k
g
r
o
u
n
d
n
o
is
e
an
d
clar
ity
[
1
4
]
,
[
1
5
]
.
I
f
th
e
v
id
eo
s
atis
f
ies
th
ese
s
tan
d
ar
d
s
f
o
r
q
u
alit
y
,
a
s
am
p
le
s
eg
m
en
t
is
tak
en
o
u
t
f
o
r
a
d
d
itio
n
al
ex
am
in
atio
n
.
T
h
e
v
id
eo
'
s
f
r
am
es
f
r
o
m
v
ar
io
u
s
s
ec
tio
n
s
ar
e
in
clu
d
ed
h
er
e,
an
d
th
eir
c
o
n
ten
t
r
ich
n
ess
an
d
en
g
ag
em
e
n
t
ar
e
ass
ess
ed
.
T
o
ass
es
s
th
e
v
id
e
o
'
s
co
m
p
lex
ity
an
d
m
a
k
e
s
u
r
e
it
h
as
a
d
iv
er
s
i
ty
o
f
item
s
,
o
b
ject
d
etec
tio
n
alg
o
r
ith
m
s
ar
e
p
e
r
f
o
r
m
ed
o
n
th
e
c
r
u
cial
f
r
am
es
[
1
6
]
.
T
h
e
v
i
d
eo
is
co
n
s
id
er
ed
in
ap
p
r
o
p
r
iate
if
an
y
f
r
am
e
f
ails
th
is
test
.
T
h
e
f
r
eq
u
en
cy
an
d
lev
el
o
f
h
an
d
m
o
v
e
m
en
t
b
ein
g
m
o
r
e
th
an
its
s
till
n
ess
in
th
e
v
id
eo
ar
e
th
e
f
in
al
f
ac
to
r
s
co
n
s
id
er
ed
,
with
v
id
eo
s
with
in
s
u
f
f
icien
t
m
o
tio
n
s
b
ein
g
d
is
q
u
alif
ied
.
A
v
id
eo
ca
n
n
o
t
b
e
d
ee
m
ed
s
u
itab
le
f
o
r
ADHD
s
tu
d
en
ts
u
n
less
all
th
ese
test
s
ar
e
co
m
p
leted
.
On
ly
th
e
m
o
s
t
ap
p
r
o
p
r
iate
a
n
d
ef
f
ec
tiv
e
co
n
te
n
t is ch
o
s
en
th
a
n
k
s
to
th
is
th
o
r
o
u
g
h
s
cr
ee
n
in
g
p
r
o
ce
s
s
.
Fig
u
r
e
1
.
W
o
r
k
f
lo
w
f
o
r
ADHD
v
id
eo
class
if
icatio
n
u
s
in
g
m
u
lti
-
task
m
o
d
els
3
.
1
.
Da
t
a
s
et
d
escript
io
n
T
h
e
s
u
itab
ilit
y
o
f
o
n
lin
e
in
s
tr
u
ctio
n
al
v
i
d
eo
s
f
o
r
s
tu
d
e
n
ts
with
ADHD
is
ca
teg
o
r
ized
u
s
in
g
th
e
AOI
d
ataset
[
1
7
]
,
wh
ich
is
th
e
s
u
b
j
ec
t
o
f
t
h
is
r
esear
ch
.
1
0
,
6
0
0
p
h
o
to
s
m
ak
e
u
p
th
is
d
ataset;
5
,
3
0
0
o
f
th
e
m
ar
e
f
r
o
m
v
id
eo
s
th
at
wer
e
ju
d
g
ed
a
p
p
r
o
p
r
iate
f
o
r
s
tu
d
e
n
ts
with
AD
HD,
an
d
th
e
r
em
ain
in
g
5
,
3
0
0
ar
e
f
r
o
m
v
i
d
eo
s
th
at
wer
e
r
u
led
in
a
p
p
r
o
p
r
iate.
T
h
e
p
r
o
ce
s
s
o
f
cr
ea
tin
g
th
e
d
ataset
s
tar
ted
with
g
ath
er
in
g
1
0
0
Yo
u
T
u
b
e
v
id
e
o
s
,
o
f
wh
ich
5
0
wer
e
d
ee
m
ed
ap
p
r
o
p
r
iate
f
o
r
ADHD
s
tu
d
en
ts
an
d
th
e
o
th
er
5
0
in
ap
p
r
o
p
r
iate.
Fra
m
es we
r
e
r
etr
iev
ed
f
r
o
m
th
ese
v
id
eo
s
;
1
4
,
3
2
1
f
r
a
m
es
f
r
o
m
ap
p
r
o
p
r
iate
v
id
e
o
s
an
d
2
8
,
2
4
1
f
r
am
es
f
r
o
m
in
ap
p
r
o
p
r
iate
v
id
eo
s
wer
e
o
b
tain
ed
.
1
0
,
6
0
0
p
h
o
to
s
with
an
em
p
h
asis
o
n
f
r
am
es
in
wh
ich
th
e
i
n
s
tr
u
cto
r
'
s
h
an
d
was
m
o
v
in
g
wer
e
ca
r
ef
u
lly
ch
o
s
en
to
cr
ea
te
a
b
alan
ce
d
d
ataset.
B
y
ca
p
t
u
r
in
g
th
e
cr
u
cial
ele
m
en
ts
th
at
im
p
ac
t
u
n
d
er
s
tan
d
in
g
an
d
en
g
a
g
em
en
t
f
o
r
ADHD
s
tu
d
en
ts
,
th
is
s
elec
tio
n
s
y
s
tem
g
u
ar
an
tees a
b
alan
ce
d
d
ataset.
W
ith
th
e
h
elp
o
f
th
e
AOI
d
ataset,
a
s
y
s
tem
th
at
ca
n
b
e
ap
p
r
o
p
r
iate
f
o
r
s
tu
d
en
ts
with
ADHD
as
well
as
n
o
n
-
ADHD
s
tu
d
en
ts
ca
n
b
e
cr
ea
ted
,
im
p
r
o
v
in
g
th
e
ef
f
icac
y
an
d
q
u
ality
o
f
o
n
lin
e
lear
n
in
g
m
ater
ials
f
o
r
a
r
an
g
e
o
f
s
tu
d
en
t p
o
p
u
latio
n
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8
7
0
8
I
n
t J E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
15
,
No
.
5
,
Octo
b
e
r
20
25
:
4
8
8
9
-
4
8
9
8
4892
3
.
2
.
Da
t
a
prepro
ce
s
s
ing
ph
a
s
e
T
h
e
h
u
n
d
r
e
d
in
s
tr
u
ctio
n
al
v
i
d
eo
s
in
th
e
ADHD
v
i
d
eo
cl
ass
if
ier
d
ataset
wer
e
h
an
d
-
p
i
ck
ed
f
r
o
m
Yo
u
T
u
b
e
an
d
a
r
e
ca
teg
o
r
ize
d
as
"su
itab
le"
o
r
"
u
n
s
u
itab
l
e"
f
o
r
s
tu
d
e
n
ts
with
ADHD
.
All
v
id
eo
s
wer
e
co
n
v
er
ted
t
o
f
r
am
es;
1
4
,
3
2
1
f
r
am
es
f
r
o
m
a
p
p
r
o
p
r
iate
v
id
e
o
s
an
d
2
8
,
2
4
1
f
r
am
es
f
r
o
m
i
n
ap
p
r
o
p
r
iate
v
id
e
o
s
wer
e
o
b
tain
ed
.
T
o
g
u
ar
a
n
tee
t
h
at
p
ix
el
v
al
u
es
ar
e
s
ca
led
to
a
co
n
s
tan
t
r
an
g
e,
ty
p
ically
b
e
twee
n
0
an
d
1
,
all
im
ag
es
in
th
e
t
r
ain
in
g
,
v
alid
at
io
n
,
an
d
test
s
ets
ar
e
n
o
r
m
aliz
ed
.
T
o
f
u
r
th
er
d
if
f
er
e
n
tiate
th
e
s
o
r
ts
o
f
c
o
n
ten
t
i
n
ea
ch
ca
teg
o
r
y
,
Fig
u
r
e
2
,
th
e
f
ir
s
t
Fig
u
r
e
2
(
a)
d
is
p
lay
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im
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es
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r
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m
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o
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iate
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id
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ile
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Fig
u
r
e
2
(
b
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p
lay
s
im
a
g
es f
r
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m
in
ap
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d
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T
h
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tio
n
aid
s
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[
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d
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m w
i
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r
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f
1
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-
4.
B
e
t
t
e
r
s
u
i
t
e
d
f
o
r
sm
a
l
l
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t
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v
e
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f
i
t
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t
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r
l
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st
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d
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l
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t
e
d
d
a
t
a
.
P
e
r
f
o
r
ma
n
c
e
A
c
c
u
r
a
c
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:
8
7
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.
A
c
c
u
r
a
c
y
:
9
7
.
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%.
En
h
a
n
c
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d
p
e
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A
D
H
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sk
.
4.
E
XP
E
R
I
M
E
N
T
A
L
RE
SUL
T
S AN
D
D
I
SC
USS
I
O
N
T
h
e
r
esu
lts
an
d
lear
n
in
g
s
f
r
o
m
th
e
ass
ess
m
en
t
o
f
th
e
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v
id
eo
class
if
ier
ar
e
s
h
o
wn
in
th
is
s
ec
tio
n
.
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h
e
d
ata
p
r
ep
r
o
ce
s
s
in
g
an
d
tr
ain
i
n
g
p
h
ases
o
f
th
e
a
n
aly
s
is
ar
e
co
v
er
ed
in
a
way
t
h
at
em
p
h
asizes
th
e
p
r
o
ce
d
u
r
es
an
d
ef
f
icac
y
o
f
t
h
e
s
y
s
tem
.
T
h
e
o
b
jectiv
e
is
to
ev
alu
ate
th
e
s
y
s
tem
's
ef
f
icac
y
in
id
en
tify
in
g
in
s
tr
u
ctio
n
al
v
id
eo
s
th
at
ar
e
a
p
p
r
o
p
r
iate
o
r
in
a
p
p
r
o
p
r
iate
f
o
r
s
tu
d
en
ts
with
ADHD
an
d
to
p
r
esen
t
a
s
u
m
m
ar
y
o
f
th
e
m
eth
o
d
o
l
o
g
ies an
d
f
in
d
i
n
g
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8
7
0
8
I
n
t J E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
15
,
No
.
5
,
Octo
b
e
r
20
25
:
4
8
8
9
-
4
8
9
8
4894
4
.
1
.
Resul
t
s
o
f
t
ra
ini
ng
ph
a
s
e
T
h
e
m
o
d
el'
s
p
er
f
o
r
m
an
ce
o
n
a
test
s
et
was
ev
alu
ated
u
s
in
g
a
f
ew
s
ig
n
if
ica
n
t
in
d
icato
r
s
,
wh
ich
ar
e
s
u
m
m
ar
ized
in
T
a
b
le
3
.
T
h
e
ev
alu
atio
n
f
i
n
d
in
g
s
d
e
m
o
n
s
tr
ated
th
e
m
o
d
el'
s
ex
ce
p
tio
n
al
m
em
o
r
y
,
ac
cu
r
ac
y
,
b
alan
ce
d
ac
cu
r
ac
y
,
an
d
co
n
f
u
s
io
n
m
atr
ix
,
wh
ich
d
em
o
n
s
tr
ated
h
o
w
well
it
cla
s
s
if
ied
v
id
eo
co
n
ten
t
r
elate
d
to
ADHD
[
2
0
]
.
T
h
e
s
p
ec
if
icity
s
co
r
e
s
h
ed
m
o
r
e
lig
h
t
o
n
h
o
w
well
th
e
p
r
o
g
r
am
c
o
u
ld
id
en
tify
u
n
f
av
o
r
ab
le
o
cc
u
r
r
e
n
ce
s
[
2
1
]
,
[
2
2
]
.
Acc
u
r
ac
y
is
d
ef
in
ed
as
(
1
)
:
T
P
s
tan
d
s
f
o
r
tr
u
e
p
o
s
itiv
es
wh
en
ac
tu
al
an
d
p
r
e
d
icted
ar
e
s
u
itab
le,
T
N
f
o
r
tr
u
e
n
eg
ativ
e
s
wh
en
ac
tu
al
an
d
p
r
ed
icted
a
r
e
u
n
s
u
itab
le,
FP
f
o
r
f
alse
p
o
s
itiv
es
wh
en
ac
tu
al
an
d
p
r
e
d
icted
ar
e
u
n
s
u
itab
le,
a
n
d
FN f
o
r
f
alse n
eg
ativ
es wh
e
n
ac
tu
al
an
d
p
r
ed
icte
d
ar
e
u
n
s
u
itab
le:
Acc
u
r
ac
y
(
%)
=
(
TP
+
TP
+
TN
+
FP
+
FN
)
(
2
)
Pre
cisi
o
n
(
%)
=
(
TP
TP
+
FP
)
(
3
)
R
ec
all
(
%)
=
(
TP
(
TP
+
FN
)
)
(
4
)
F1
-
Sco
r
e
(
%)
=
2
×
(
Pr
ecis
i
o
n
×
Recal
l
Pr
ecis
i
o
n
+
Recal
l
)
(
5
)
B
alan
ce
d
Acc
u
r
ac
y
(
%)
=
(
S
en
s
i
t
i
v
i
t
y
+
S
p
ecif
i
cit
y
2
)
(6
)
Sp
ec
if
icity
(
%)
=
(
TN
TN
+
FP
)
(
7
)
T
h
e
co
n
f
u
s
io
n
m
atr
ix
,
s
h
o
wn
in
Fig
u
r
e
4
,
p
r
o
v
id
es
a
v
is
u
al
r
e
p
r
esen
tatio
n
o
f
t
h
e
m
o
d
el'
s
p
er
f
o
r
m
an
ce
b
y
d
is
p
lay
in
g
t
h
e
d
is
tr
ib
u
tio
n
o
f
tr
u
e
p
o
s
itiv
es,
tr
u
e
n
eg
ativ
es,
f
alse
p
o
s
itiv
es,
an
d
f
alse
n
eg
ativ
es
[
2
3
]
.
T
h
e
m
o
d
el'
s
ca
p
ac
ity
to
d
is
tin
g
u
is
h
b
etwe
en
s
u
itab
le
an
d
in
ap
p
r
o
p
r
iate
v
id
eo
c
o
n
ten
t
f
o
r
ADHD
is
s
h
o
wn
in
th
is
m
atr
ix
.
T
h
e
tr
ain
in
g
an
d
ev
al
u
atio
n
r
esu
lts
s
h
o
w
h
o
w
well
th
e
m
o
d
if
ie
d
VGG1
6
m
o
d
el
ca
n
i
d
en
tify
in
f
o
r
m
atio
n
ab
o
u
t
ADHD
i
n
v
id
eo
s
.
B
y
ca
r
ef
u
lly
co
m
b
i
n
in
g
th
e
f
r
ee
zi
n
g
a
n
d
f
in
e
-
tu
n
in
g
o
f
th
e
VGG1
6
lay
e
r
s
with
th
e
ap
p
licatio
n
o
f
s
tate
-
of
-
th
e
-
a
r
t
tech
n
iq
u
es
s
u
ch
as
m
o
d
el
ch
ec
k
p
o
in
t
an
d
ea
r
l
y
s
to
p
p
in
g
,
a
v
er
y
ac
cu
r
ate
an
d
r
eliab
le
m
o
d
el
h
as
b
ee
n
g
en
e
r
ated
.
Fu
r
th
er
m
o
r
e,
th
e
g
r
ap
h
o
f
ac
cu
r
ac
y
an
d
lo
s
s
f
o
r
th
e
tr
ai
n
in
g
a
n
d
test
s
ets o
v
er
th
e
ep
o
ch
s
is
d
is
p
lay
ed
in
Fig
u
r
e
5
[
2
4
]
.
T
ab
le
3
.
Per
f
o
r
m
an
ce
r
esu
lts
o
f
th
e
ADHD
class
if
ier
o
n
th
e
t
est s
et
P
e
r
f
o
r
ma
n
c
e
m
e
t
r
i
c
V
a
l
u
e
A
c
c
u
r
a
c
y
9
7
.
9
3
%
A
v
e
r
a
g
e
S
e
n
si
t
i
v
i
t
y
(
R
e
c
a
l
l
)
9
7
.
1
1
%
A
v
e
r
a
g
e
P
r
e
c
i
si
o
n
9
8
.
1
8
%
A
v
e
r
a
g
e
F
1
-
S
c
o
r
e
9
7
.
6
4
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A
v
e
r
a
g
e
S
p
e
c
i
f
i
c
i
t
y
9
8
.
5
7
%
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a
l
a
n
c
e
d
A
c
c
u
r
a
c
y
9
7
.
8
4
%
Fig
u
r
e
4
.
C
o
n
f
u
s
io
n
m
atr
i
x
o
f
th
e
ADHD
v
id
eo
class
if
ier
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
lec
&
C
o
m
p
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n
g
I
SS
N:
2088
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8
7
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l v
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4895
Fig
u
r
e
5
.
T
r
ain
in
g
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n
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test
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s
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ac
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r
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o
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h
4
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2
.
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t
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co
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n wit
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x
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ing
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et
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a
s
e
Ap
ar
t
f
r
o
m
th
e
v
id
eo
e
v
alu
ati
o
n
,
we
also
e
v
alu
ated
th
e
ef
f
i
ca
cy
o
f
f
o
u
r
well
-
k
n
o
wn
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ee
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lear
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g
m
o
d
els
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o
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r
d
ataset:
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,
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esNet5
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n
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h
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e
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m
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ab
le
4
[
2
5
]
–
[
2
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.
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w
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en
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e
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r
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ee
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r
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teg
o
r
izatio
n
task
s
is
a
s
h
ar
ed
b
asis
am
o
n
g
all
th
r
ee
s
tu
d
ies.
I
n
co
n
tr
ast
to
th
e
f
ir
s
t
s
tu
d
y
[
2
9
]
,
wh
ich
u
s
ed
h
an
d
m
o
v
em
e
n
t
in
r
ad
i
o
g
r
a
p
h
ic
i
m
ag
in
g
to
esti
m
ate
jo
in
t
d
am
ag
e
in
r
h
eu
m
ato
id
ar
th
r
itis
,
an
d
th
e
s
ec
o
n
d
s
tu
d
y
[
3
0
]
,
wh
ic
h
u
s
ed
h
an
d
g
es
tu
r
e
r
ec
o
g
n
itio
n
to
in
ter
p
r
et
ev
er
y
d
ay
ac
tiv
ities
in
m
ed
ical
an
d
ed
u
ca
tio
n
al
c
o
n
tex
ts
,
o
u
r
s
tu
d
y
u
s
es
h
an
d
an
d
v
is
u
al
cu
es
to
d
eter
m
in
e
wh
et
h
er
i
n
s
tr
u
ctio
n
al
v
id
eo
s
a
r
e
s
u
itab
le
f
o
r
s
tu
d
en
ts
with
ADHD
.
Ou
r
co
m
p
ar
is
o
n
'
s
v
alid
ity
is
in
cr
ea
s
ed
b
y
th
is
co
m
m
o
n
g
o
a
l,
wh
ich
h
ig
h
lig
h
ts
h
o
w
cr
u
cial
it is
to
ch
o
o
s
e
m
o
d
els th
at
ca
n
ac
cu
r
ately
d
ep
ict
m
in
u
te
h
a
n
d
m
o
v
em
e
n
ts
.
An
ac
cu
r
ac
y
o
f
9
1
.
4
8
%
was
f
o
u
n
d
in
t
h
e
in
itial
s
tu
d
y
[
2
9
]
,
wh
ich
u
s
ed
a
h
y
b
r
id
R
ANe
t+S
VM
+Q
NN
m
o
d
el
o
n
a
s
h
o
r
t
d
ataset
o
f
6
0
0
s
am
p
les.
T
h
e
ac
cu
r
ac
y
o
f
th
e
s
ec
o
n
d
s
tu
d
y
[
3
0
]
,
wh
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s
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a
1
D
C
NN
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n
a
d
ataset
o
f
2
,
7
0
0
s
am
p
les,
was
8
9
.
2
5
%.
On
th
e
o
th
er
h
an
d
,
o
u
r
s
u
g
g
ested
m
o
d
el,
wh
ich
was
tr
ain
ed
o
n
a
m
u
c
h
lar
g
er
d
ataset
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f
1
0
,
6
0
0
in
s
tr
u
ct
io
n
al
v
id
e
o
f
r
a
m
es
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d
was
b
ased
o
n
VGG1
6
,
ac
h
iev
ed
a
s
ig
n
if
ican
tly
h
ig
h
er
ac
cu
r
ac
y
o
f
9
7
.
8
4
%.
T
h
is
s
h
o
ws
th
e
e
f
f
icien
cy
an
d
e
x
p
an
d
a
b
ilit
y
o
f
o
u
r
s
y
s
tem
.
Fu
r
th
er
m
o
r
e,
o
u
r
s
y
s
tem
ad
d
s
u
s
ef
u
ln
ess
b
ey
o
n
d
class
if
icatio
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b
ec
au
s
e
it
i
s
p
ar
ticu
lar
ly
m
ad
e
f
o
r
ass
es
s
in
g
in
s
tr
u
ctio
n
al
co
n
ten
t
r
elate
d
to
ADHD
,
in
co
n
tr
ast to
p
r
ev
io
u
s
s
tu
d
ies.
T
ab
le
5
.
E
n
h
an
ce
d
m
o
d
el
p
er
f
o
r
m
an
ce
c
o
m
p
ar
is
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n
with
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if
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t d
ataset
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teg
o
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ies
P
a
p
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M
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se
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a
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t
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z
e
A
c
c
u
r
a
c
y
(
%)
N
o
t
e
s
[
2
9
]
R
A
N
e
t
+
S
V
M
+
Q
N
N
6
0
0
0
.
9
1
4
8
%
a
n
d
0
.
6
4
7
8
%
Ea
r
l
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o
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p
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a
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h
5
,
l
i
m
i
t
e
d
d
a
t
a
set
si
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e
.
[
3
0
]
1
D
C
N
N
2
,
7
0
0
0
.
8
9
2
5
A
p
p
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i
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1
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4
H
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.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
0
8
8
-
8
7
0
8
I
n
t J E
lec
&
C
o
m
p
E
n
g
,
Vo
l.
15
,
No
.
5
,
Octo
b
e
r
20
25
:
4
8
8
9
-
4
8
9
8
4896
5.
CO
NCLU
SI
O
N
AND
F
U
T
U
RE
WO
RK
Stu
d
en
ts
with
ADHD
m
ay
f
in
d
o
n
lin
e
lear
n
in
g
m
ater
ials
h
ig
h
ly
c
h
allen
g
in
g
to
u
s
e,
esp
ec
ially
b
ec
au
s
e
th
ey
lack
s
u
p
p
o
r
tiv
e
co
m
p
o
n
en
ts
th
at
h
elp
in
u
n
d
e
r
s
tan
d
in
g
an
d
atten
tio
n
m
ain
t
en
an
ce
.
On
e
o
f
th
e
m
ain
ca
u
s
es
o
f
th
ese
d
if
f
icu
lti
es
is
th
e
lack
o
f
to
o
ls
f
o
r
ef
f
ic
ien
tly
ev
alu
atin
g
co
n
ten
t
th
at
is
esp
ec
ially
s
u
ited
to
th
e
r
e
q
u
ir
em
e
n
ts
o
f
s
tu
d
en
ts
with
ADHD
.
A
th
o
r
o
u
g
h
f
i
v
e
-
p
h
ases
-
s
y
s
tem
is
p
r
esen
ted
in
th
is
wo
r
k
with
th
e
g
o
al
o
f
f
illi
n
g
t
h
is
g
ap
.
T
h
e
ev
alu
atio
n
cr
iter
ia
in
clu
d
e
in
s
tr
u
cto
r
h
an
d
m
o
v
em
en
t,
v
id
eo
len
g
th
,
a
u
d
io
-
v
is
u
al
q
u
ality
,
an
d
d
iv
e
r
s
ity
o
f
in
f
o
r
m
atio
n
.
Acc
o
r
d
in
g
to
p
r
elim
in
ar
y
f
i
n
d
in
g
s
,
th
e
h
a
n
d
m
o
v
em
e
n
t
m
o
d
el
s
u
cc
ess
f
u
lly
d
if
f
er
en
tiates
b
etwe
en
in
s
tr
u
ctio
n
al
v
id
eo
s
th
at
im
p
r
o
v
e
lear
n
in
g
f
o
r
s
tu
d
e
n
ts
with
ADHD
an
d
th
o
s
e
th
at
d
o
n
o
t,
ac
h
iev
i
n
g
an
ac
cu
r
ac
y
o
f
9
7
.
8
4
%.
T
h
is
s
y
s
tem
's
cr
ea
tio
n
r
ep
r
e
s
en
ts
a
s
u
b
s
tan
tial
ac
h
iev
em
en
t
in
t
h
e
f
iel
d
o
f
e
d
u
ca
tio
n
al
tech
n
o
l
o
g
y
.
I
t
g
iv
e
s
p
ar
en
ts
,
teac
h
er
s
,
a
n
d
co
n
te
n
t
p
r
o
d
u
ce
r
s
u
s
ef
u
l
to
o
ls
th
at
let
th
em
ch
o
o
s
e
o
r
p
r
o
d
u
ce
v
id
e
o
s
th
at
ar
e
m
o
s
t
s
u
ited
f
o
r
s
tu
d
en
ts
with
A
DHD.
T
h
is
m
o
d
el'
s
ex
ce
llen
t
p
er
f
o
r
m
an
ce
h
ig
h
li
g
h
ts
th
e
v
alu
e
o
f
s
y
s
tem
atic
r
ev
iew
in
ev
alu
atin
g
o
n
lin
e
m
ater
ial,
esp
ec
ially
ab
o
u
t
th
e
co
m
p
o
n
en
ts
th
at
ar
e
m
o
s
t
p
er
tin
en
t
to
m
ain
tain
in
g
f
o
cu
s
an
d
in
cr
ea
s
in
g
en
g
a
g
em
en
t.
Fu
tu
r
e
wo
r
k
co
u
ld
im
p
r
o
v
e
p
h
ase
o
n
e
b
y
cr
ea
tin
g
an
ad
ap
tiv
e
s
y
s
tem
th
at
m
o
d
if
ies
th
e
d
u
r
atio
n
o
f
v
id
eo
s
ac
co
r
d
in
g
to
s
tu
d
en
ts
'
in
ter
es
t
an
d
en
g
ag
e
m
en
t,
g
u
ar
a
n
teein
g
a
s
u
cc
in
c
t
an
d
p
o
wer
f
u
l
p
r
esen
tatio
n
.
B
y
tak
in
g
lig
h
tin
g
,
s
o
u
n
d
,
an
d
r
eso
lu
tio
n
v
ar
iatio
n
s
in
to
co
n
s
id
er
atio
n
,
au
d
io
-
v
is
u
al
q
u
ality
in
p
h
ases
two
an
d
th
r
ee
ca
n
b
e
en
h
an
ce
d
,
im
p
r
o
v
in
g
p
er
f
o
r
m
an
ce
in
a
v
ar
iety
o
f
en
v
ir
o
n
m
e
n
ts
.
Ph
ase
f
o
u
r
m
ig
h
t
b
e
ex
ten
d
ed
to
ass
ess
m
o
r
e
in
s
tr
u
ctio
n
al
m
ater
ials
in
o
r
d
e
r
to
im
p
r
o
v
e
th
e
d
iv
er
s
ity
o
f
t
h
e
co
n
ten
t.
I
n
p
h
ase
f
iv
e,
in
cr
ea
s
ed
atten
tio
n
to
s
m
all
ch
an
g
es
in
in
s
tr
u
cto
r
s
'
h
an
d
m
o
v
e
m
en
ts
ca
n
en
h
an
ce
th
e
ac
cu
r
ac
y
o
f
id
e
n
tify
in
g
i
n
s
tr
u
ctio
n
al
m
o
v
em
en
ts
.
L
astl
y
,
u
s
in
g
A
I
-
d
r
iv
en
s
tu
d
en
t
e
n
g
ag
em
e
n
t
an
aly
s
is
m
ay
p
r
o
v
id
e
i
n
s
ig
h
ts
f
o
r
p
r
o
d
u
cin
g
m
o
r
e
s
u
cc
ess
f
u
l
ADHD
-
f
o
cu
s
ed
co
n
ten
t.
W
h
en
c
o
m
b
in
e
d
,
th
ese
en
h
an
ce
m
en
ts
wo
u
l
d
p
r
o
m
o
te
a
lear
n
in
g
en
v
ir
o
n
m
en
t th
at
is
m
o
r
e
tailo
r
ed
an
d
f
lex
ib
le.
F
UNDING
I
NF
O
R
M
A
T
I
O
N
Au
th
o
r
s
s
tate
n
o
f
u
n
d
in
g
in
v
o
lv
ed
.
AUTHO
R
CO
NT
RI
B
UT
I
O
NS ST
A
T
E
M
E
N
T
T
h
is
jo
u
r
n
al
u
s
es
th
e
C
o
n
tr
ib
u
to
r
R
o
les
T
ax
o
n
o
m
y
(
C
R
ed
iT)
to
r
ec
o
g
n
ize
in
d
iv
id
u
al
au
th
o
r
co
n
tr
ib
u
tio
n
s
,
r
ed
u
ce
au
th
o
r
s
h
ip
d
is
p
u
tes,
an
d
f
ac
ilit
ate
co
llab
o
r
atio
n
.
Na
m
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o
f
Aut
ho
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E
m
an
K
ar
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y
ed
✓
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Ma
i K
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el
Gala
b
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C
:
C
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