Appropriate Visual Design Elements for Curriculum-Based Digital Content Representation Used by ChADHD in Typical Learning Envir

Attention deficit hyperactivity disorder (ADHD) affects approximately 2% to 8% of children globally, leading to challenges with inattention that significantly hinder their academic performance.This study addresses the urgent need for improved digital teaching-learning devices and platforms by focusing on the design of curriculum-based digital content aimed at enhancing attention spans in children living with ADHD (ChADHD).Specifically, the research explores the impact of visual design elements (VDEs) on curriculum-based digital learning modules used in educational settings.The study employs an analytical approach, utilizing National Institutes of Health (NIH) Stage-1 protocols combined with a co-design methodology.Engaging two remedial experts, a clinical psychologist, two designers, and twenty-four ChADHD participants, the research identifies and measures the effects of specific VDEs on attention span.Key design elements examined include font type, font style, background color, illustration style, and line spacing.The results reveal that certain combinations of these VDEs significantly impact attention spans.In particular, optimal font types, styles, line spacing, and background colors substantially improve attention, while illustration style has a marginal effect.This novel set of VDEs are tailored for curriculum-based digital content used by teachers and students, offering a practical solution to enhance learning experiences for ChADHD.The research not only identifies these elements but also quantifies their effectiveness, providing a foundation for future design improvements in educational technology for ChADHD.