Assistive Technology and AI-Driven Narration: ADHD Adults' Experiences in Digital Reading Environments

This study examines the experiences of ADHD adults using an AI-powered text-to-speech (TTS) tool to improve reading comprehension in digital contexts. Reading comprehension is particularly challenging for ADHD individuals due to difficulties in working memory and attention, which are further strained by digital distractions. Recent advances in generative AI have enabled TTS tools to produce more human-like narration, potentially reducing cognitive load. Guided by the Cognitive Theory of Multimedia Learning (CTML), this study employs a phenomenological approach to investigate participants’ experiences. Data from journals and interviews revealed seven key themes, including usage preferences, enhanced attention, cognitive load management, benefits of natural narration, and personalization. Results show the TTS tool supports ADHD adults by aiding focus and comprehension, especially for complex texts. Findings suggest that incorporating similar assistive tools in educational and professional settings could provide meaningful support for ADHD adults.