Attention Deficit Hyperactivity Disorder (ADHD) presents unique challenges and opportunities within learning environments, particularly in the digital workplace.
People with ADHD can exhibit a wide range of characteristics, including, but not limited to, difficulties with sustaining attention, impulsivity, and hyperactivity. However, they may also demonstrate remarkable creativity, problem-solving skills, and an ability to think outside the box.
This article, the third in our series, aims to offer insights and techniques for developing digital training programmes that effectively capture and retain the attention of employees with ADHD.
Understanding ADHD in the Learning Environment
ADHD affects individuals in diverse ways, impacting their ability to focus, manage time, and stay organised. In the context of learning, these challenges can make traditional, long-form training sessions particularly difficult. However, it’s important to note the ongoing debate around language and identity when discussing ADHD.
Some individuals prefer identity-first language (e.g., “ADHD learners”) as they view ADHD as an integral part of who they are. Others may prefer person-first language (e.g., “learners with ADHD”) to emphasise the individual ahead of the diagnosis. Respecting each person’s preference is key to effectively supporting all learners.
I must thank Kayleen Holt for highlighting the importance of discussing this in her response to the second article in this series, Designing Autism-Friendly Digital Learning Experiences. Whilst there is no consensus on this, at least not among those I have spoken to, an awareness of the conversation is essential.
Strategies for Engaging Learners with ADHD
Interactive Elements and Gamification
Interactive learning elements and gamification can be particularly effective for engaging learners with ADHD. These strategies help in breaking up the monotony of traditional learning modules and can provide the stimulation needed to keep learners with ADHD engaged.
However, a fine balance must be struck. Too much stimulation can be counterproductive, leading to overstimulation and distraction. We must maintain an awareness of the basics; managing cognitive load is a core part of designing a great learning experience. Interactive elements should be purposeful and directly related to the learning objectives.
Short, Digestible Content Segments
Breaking down learning content into short, digestible segments can help learners with ADHD manage their attention and focus.
This approach, often called chunking, allows learners to consume content in small, manageable pieces, reducing the likelihood of feeling overwhelmed.
More recently, in relative terms, came the concept of microlearning. Due to its lack of universal definition, this term is full of issues and debates. Based on a lot of trial and error, my stance is rather simple. A learning experience should be designed to deliver what the learner needs to complete the given task in as little time as possible.
It’s important to note that chunking remains a part of our work. Just because a piece of content needs to be 20 minutes does not mean it needs to be one solid chunk. Soft breaks, reflection exercises, and a natural introduction, explanation, contextualisation, and consolidation cycle help manage the load.
Minimising Distractions
Creating an environment that minimises distractions is crucial for learners with ADHD. This might include designing clean and clutter-free interfaces, using consistent navigation structures, and allowing learners to customise their learning space (e.g., turning off background animations or sounds).
Opinions differ on what constitutes a distraction. For example, some learners might find background music helpful for their concentration, while others might find it disrupts their focus. Personalisation can accommodate these varied preferences.
Use of Immersive Technologies
Immersive technologies, such as virtual or augmented reality, can offer immersive and engaging learning experiences for learners with ADHD.
These technologies can create dynamic, distraction-free learning environments that capture and hold learners’ attention in ways traditional methods may not. However, there’s an ongoing conversation about accessibility and the potential for these technologies to exclude those who may find them disorienting or uncomfortable.
Whenever using these technologies, I suggest providing a non-immersive alternative. As we’ve already seen, personalisation remains the key to delivering an effective experience for as many people as possible.
Good Practice for All Learner Design
You may have noticed that the strategies discussed are not just beneficial for learners with ADHD but are indeed good practice for all learning design. The misconception that accessibility and good learning design are separate concepts is a barrier to creating truly effective training.
In reality, good learning design inherently involves considering the diverse needs of all learners, making content accessible, relivent, and effective for everyone. This approach not only enhances the learning experience for individuals with specific learning needs but also improves the overall quality of digital learning materials.
As we move towards a future where good learning design is synonymous with creating accessible and inclusive learning experiences, it’s crucial for L&D professionals to integrate these principles into every aspect of their work.
Conclusion
By incorporating interactive elements, delivering content in short segments, and minimising distractions, we can create digital learning experiences that are both engaging and effective.
Recognising that these strategies are part of good practice for all learner design further underscores the importance of inclusivity in learning and development. As we continue to evolve our practice, the focus must be on creating environments that support the needs of all learners, fostering an inclusive, accessible, and, therefore, effective learning culture.
