Enhancing Adaptive Personalized Learning Interfaces with Generative AI for Individuals with ADHD

Abstract

Abstract Students with Attention Deficit Hyperactivity Disorder (ADHD) face unique challenges in educational environments struggling with their impulsivity, hyperactivity, and inattention issues. Traditional learning platforms often fail to accommodate the specific requirements of ADHD learners, highlighting the need of developing personalized ADHD friendly educational platforms that enhance the learning experience of ADHD individuals by creating an equitable opportunity for them to excel in academics. To bridge this research gap we conducted a study exploring the potential of Generative AI to revolutionize personalized learning interfaces for students with ADHD, aged 18–30, who have prior experience with online learning platforms. This research aims to develop an innovative learning platform tailored for individuals with ADHD improving their encouragement and overall educational outcomes. By applying principles of Human-Computer Interaction (HCI), we compare three distinct learning management systems (LMS): a conventional LMS used by the general population, a manually optimized LMS designed specifically for ADHD users, and an AI-generated LMS customized to ADHD needs through enhanced prompting techniques. This study involves 22 ADHD students whose feedback on each LMS informs our analysis, allowing us to assess how AI-driven customization can adapt interfaces to diverse cognitive and learning styles. The evaluation employs multiple approaches to evaluate the usability and e!ectiveness of each experiment, including the System Usability Scale (SUS), User Experience Questionnaire (UEQ), task analysis, and testing conducted with UI/UX professionals and HCI practitioners, while also evaluating user learning outcomes and engagement levels. The findings reveal contrasting user preferences, with the AI-generated Learning Management System preferred for usability, while the manual system is favoured for e!ectiveness. The findings indicate that although AI-generated user interfaces enhances usability, human-designed user interfaces are essential for educational e!ectiveness. The study promotes hybrid methodologies that combine AI e”ciency with educator-led instructional design, providing practical insights for user interface developers and institutions focused on achieving a balanced user experience and learning outcomes.