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

doi:10.55020/iojpe.1936264

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

Abstract

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.

Keywords

ADHD, artificial intelligence, academic interventions, psychosocial interventions, special education, educational technology.

Supporting Institution

No funding was received from any individual or institution for this research.

Ethical Statement

Registration and Protocol; this systematic review was not registered in a public database (e.g., PROSPERO), and a formal review protocol was not prepared prior to the commencement of the study. The review was conducted in strict accordance with the PRISMA 2020 statement guidelines to ensure reporting transparency and methodological rigor. The research complied with ethical principles and there are no conflicts of interest among the authors.

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Details

Primary Language

English

Subjects

Primary Education, Basic Training (Other)

Journal Section

Research Article

Authors

Ilias Tsolakidis This is me
0009-0002-1889-1289
Greece

Thanos Touloupis ^*
0000-0003-2951-6919
Greece

Anastasia Alevriadou This is me
0000-0001-7022-5537
Greece

Stergıanı Gıaourı
0000-0002-2280-9172
Greece

Dimitrios Chasapis This is me
0009-0007-4272-6474
Greece

Publication Date

June 30, 2026

Submission Date

April 22, 2026

Acceptance Date

June 9, 2026

Published in Issue

Year 2026 Volume: 15 Number: 2

DOI

https://doi.org/10.55020/iojpe.1936264

IZ

https://izlik.org/JA67LW37MT

APA

Tsolakidis, I., Touloupis, T., Alevriadou, A., Gıaourı, S., & Chasapis, D. (2026). A SYSTEMATIC REVIEW ON ARTIFICIAL INTELLIGENCE-BASED ACADEMIC AND PSYCHOSOCIAL INTERVENTIONS FOR STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER. International Online Journal of Primary Education, 15(2), 103-121. https://doi.org/10.55020/iojpe.1936264

AMA

1.Tsolakidis I, Touloupis T, Alevriadou A, Gıaourı S, Chasapis D. A SYSTEMATIC REVIEW ON ARTIFICIAL INTELLIGENCE-BASED ACADEMIC AND PSYCHOSOCIAL INTERVENTIONS FOR STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER. Int. Online J. Prim. Educ. 2026;15(2):103-121. doi:10.55020/iojpe.1936264

Chicago

Tsolakidis, Ilias, Thanos Touloupis, Anastasia Alevriadou, Stergıanı Gıaourı, and Dimitrios Chasapis. 2026. “A SYSTEMATIC REVIEW ON ARTIFICIAL INTELLIGENCE-BASED ACADEMIC AND PSYCHOSOCIAL INTERVENTIONS FOR STUDENTS WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER”. International Online Journal of Primary Education 15 (2): 103-21. https://doi.org/10.55020/iojpe.1936264.

EndNote

Tsolakidis I, Touloupis T, Alevriadou A, Gıaourı S, Chasapis D (June 1, 2026) A SYSTEMATIC REVIEW ON ARTIFICIAL INTELLIGENCE-BASED ACADEMIC AND PSYCHOSOCIAL INTERVENTIONS FOR STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER. International Online Journal of Primary Education 15 2 103–121.

IEEE

[1]I. Tsolakidis, T. Touloupis, A. Alevriadou, S. Gıaourı, and D. Chasapis, “A SYSTEMATIC REVIEW ON ARTIFICIAL INTELLIGENCE-BASED ACADEMIC AND PSYCHOSOCIAL INTERVENTIONS FOR STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER”, Int. Online J. Prim. Educ., vol. 15, no. 2, pp. 103–121, June 2026, doi: 10.55020/iojpe.1936264.

ISNAD

Tsolakidis, Ilias - Touloupis, Thanos - Alevriadou, Anastasia - Gıaourı, Stergıanı - Chasapis, Dimitrios. “A SYSTEMATIC REVIEW ON ARTIFICIAL INTELLIGENCE-BASED ACADEMIC AND PSYCHOSOCIAL INTERVENTIONS FOR STUDENTS WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER”. International Online Journal of Primary Education 15/2 (June 1, 2026): 103-121. https://doi.org/10.55020/iojpe.1936264.

JAMA

1.Tsolakidis I, Touloupis T, Alevriadou A, Gıaourı S, Chasapis D. A SYSTEMATIC REVIEW ON ARTIFICIAL INTELLIGENCE-BASED ACADEMIC AND PSYCHOSOCIAL INTERVENTIONS FOR STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER. Int. Online J. Prim. Educ. 2026;15:103–121.

MLA

Tsolakidis, Ilias, et al. “A SYSTEMATIC REVIEW ON ARTIFICIAL INTELLIGENCE-BASED ACADEMIC AND PSYCHOSOCIAL INTERVENTIONS FOR STUDENTS WITH ATTENTION-DEFICIT HYPERACTIVITY DISORDER”. International Online Journal of Primary Education, vol. 15, no. 2, June 2026, pp. 103-21, doi:10.55020/iojpe.1936264.

Vancouver

1.Ilias Tsolakidis, Thanos Touloupis, Anastasia Alevriadou, Stergıanı Gıaourı, Dimitrios Chasapis. A SYSTEMATIC REVIEW ON ARTIFICIAL INTELLIGENCE-BASED ACADEMIC AND PSYCHOSOCIAL INTERVENTIONS FOR STUDENTS WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER. Int. Online J. Prim. Educ. 2026 Jun. 1;15(2):103-21. doi:10.55020/iojpe.1936264

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

Abstract

Keywords

Supporting Institution

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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