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Paper Type
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Abstract
This study presents a systematic review of XR-based educational interventions for individuals with ADHD, with a focus on interaction mechanisms, usability constraints, and adaptive design implications for immersive HCI. A systematic search of Web of Science, ACM Digital Library, and IEEE Xplore (2001–2025) identified 610 records, of which 12 empirical studies met the inclusion criteria. Across studies, XR interventions showed promising effects in sustained attention, engagement, visuospatial processing, literacy, and task performance. Outcomes varied across levels of immersion. Fully immersive systems enhanced engagement but often led to attentional fatigue, whereas lower-immersion systems showed more stable performance. Findings indicate that learning outcomes depend on how interaction and sensory input are structured, highlighting the importance of adaptive interaction design. Usability constraints and attentional sustainability emerged as key limitations linked to extraneous cognitive load. This review contributes a design-oriented synthesis and outlines directions for experimentally validated and neurodiversity-inclusive XR learning systems.
Paper Number
1404
Recommended Citation
Hwang, Yujung and Goel, Sanjay, "Enhancing Attention and Executive Function in ADHD Learners through Adaptive AR/VR Systems in Education" (2026). AMCIS 2026 Proceedings. 5.
https://aisel.aisnet.org/amcis2026/sig_hci/sig_hci/5
Enhancing Attention and Executive Function in ADHD Learners through Adaptive AR/VR Systems in Education
This study presents a systematic review of XR-based educational interventions for individuals with ADHD, with a focus on interaction mechanisms, usability constraints, and adaptive design implications for immersive HCI. A systematic search of Web of Science, ACM Digital Library, and IEEE Xplore (2001–2025) identified 610 records, of which 12 empirical studies met the inclusion criteria. Across studies, XR interventions showed promising effects in sustained attention, engagement, visuospatial processing, literacy, and task performance. Outcomes varied across levels of immersion. Fully immersive systems enhanced engagement but often led to attentional fatigue, whereas lower-immersion systems showed more stable performance. Findings indicate that learning outcomes depend on how interaction and sensory input are structured, highlighting the importance of adaptive interaction design. Usability constraints and attentional sustainability emerged as key limitations linked to extraneous cognitive load. This review contributes a design-oriented synthesis and outlines directions for experimentally validated and neurodiversity-inclusive XR learning systems.
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