Educational practice is managing a rise of the digital learning age with ongoing debates over the benefits and barriers of technology in classrooms. While the population of learners is diverse, implementation of technology in schools is often based on evidence from research conducted with an average mainstream population. An inclusive approach to meaningful implementation of any new technology should involve a more nuanced exploration of various cases, experiences and perceptions of pupils and teachers.

The aim of this research is to implement augmented reality (AR) learning tools in primary schools to explore the ways in which pupils engage with this type of educational technology. This research specifically aims to analyse the interaction between pupils associated with the label of Attention Deficit/Hyperactivity Disorder (ADHD) and their peers on individual and collaborative tasks. These learning activities are designed using the principles from Csikszentmihalyi’s flow state theory combined with Vygotsky’s zones of proximal development. Through an analysis of multiple cases, different perspectives and experiences of pupils with ADHD and their typically developing peers about using AR learning tools will be considered and explored. Following observations of the learning activities, questionnaires will be used as a starting point for semi-structured interviews with an overall aim of exploring individual and collaborative learning situations within a multiple case study. To contextualize the cases in detail, teaching staff will be included in the interviewing phase to share their valuable insight into pupils’ routines and environment.

Multiple cases are used so that analysis within and across cases can build credibility in capturing different dimensions of the same phenomenon. Joint perspectives from multiple cases triangulated with different methods can increase the potential transferability of the findings into educational practice