本研究目的為透過一套注意力缺陷過動症（ADHD）兒童的陶藝學習課程，理解其在學習過程中媒材的影響、觸覺反饋與視覺思考、動作協調度及注意力，以及過動及衝動樣態之經驗和學習成果。研究參與者為2位經醫院鑑定並持續服藥之8歲ADHD兒童。採行動研究法，以家長、班級導師、ADHD兒童訪談及陶藝學習課程之紀錄，以分析歸納法進行資料分析。研究結論：媒材中黏土的趣味性及轆轤轉動具有吸引力；在重複製作程序中，視、觸覺反饋與視覺思考逐漸整合；在力道逐漸掌握後，作品完成度隨之提升而願意持續專注於學習；能從焦慮浮動到能靜心不干擾他人。

The purpose of this study was to understand the experiences and learning outcomes of children with Attention Deficit Hyperactivity Disorder (ADHD) in terms of media use, tactile feedback and visual thinking, motor coordination and attention, and hyperactivity and impulsivity patterns during the learning process through the ceramics learning program. The participants were two hospital-identified children with 8-year-old ADHD who were taking medication on an ongoing basis. The action research method is adopted, and the data analysis is carried out by the method of analysis and induction based on the records of parents, class tutors, ADHD children's interviews and pottery learning courses. Research conclusion: the interestingness of clay in the medium and the rotation of the potter's wheel are attractive; in the repeated production process, visual and tactile feedback and visual thinking are gradually integrated; after the strength is gradually mastered, the degree of completion of the work is improved and the willingness to continue to focus on Learning; being able to float from anxiety to being able to meditate without disturbing others.