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<p>This pilot study investigated the potential of integrating Augmented Reality (AR) and Generative Artificial Intelligence (GenAI) to support engagement and task management for university students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Using a Design-Based Research (DBR) approach, we evaluated ADHDvance LearnAR across three within-subject conditions (baseline tools, AR-enhanced, and AR+GenAI) with <i>n</i> = 15 undergraduate participants. Quantitative measures showed directional improvements in engagement duration, interaction frequency, and task completion across conditions; however, differences did not reach statistical significance, consistent with the study’s exploratory scale. Qualitative analysis provided explanatory depth, identifying themes related to (i) increased task salience through spatial AR visualisation, (ii) improved task initiation and planning support, and (iii) reduced perceived cognitive load through just-in-time GenAI scaffolding. Findings suggest AR+GenAI may offer promising affordances for inclusive learning design, warranting longitudinal evaluation with larger samples and stronger causal designs.</p>

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A user-centred approach to enhancing engagement and task management for ADHD students using AR and generative AI

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月19日

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  • Ritul Parmar,
  • Solomon Sunday Oyelere,
  • Kehinde Aruleba

摘要

This pilot study investigated the potential of integrating Augmented Reality (AR) and Generative Artificial Intelligence (GenAI) to support engagement and task management for university students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Using a Design-Based Research (DBR) approach, we evaluated ADHDvance LearnAR across three within-subject conditions (baseline tools, AR-enhanced, and AR+GenAI) with n = 15 undergraduate participants. Quantitative measures showed directional improvements in engagement duration, interaction frequency, and task completion across conditions; however, differences did not reach statistical significance, consistent with the study’s exploratory scale. Qualitative analysis provided explanatory depth, identifying themes related to (i) increased task salience through spatial AR visualisation, (ii) improved task initiation and planning support, and (iii) reduced perceived cognitive load through just-in-time GenAI scaffolding. Findings suggest AR+GenAI may offer promising affordances for inclusive learning design, warranting longitudinal evaluation with larger samples and stronger causal designs.