Towards a Technology that Improves Focus, Comprehension, and Retention in E-learning for Higher Education students with ADHD

Students in Higher Education (HE) with Attention Deficit Hyperactivity Disorder (ADHD) often face persistent challenges in video-based e-learning, including difficulties with sustained attention, comprehension, and information retention. Existing lecture platforms typically offer limited embedded support, while external tools for focus and note-taking operate outside the learning context and rely heavily on self-regulation. This paper presents the design, development, and evaluation of a digital learning tool that integrates support features directly into the lecture interface to assist students with ADHD. Developed using a user-centered design methodology, the prototype includes chapter-based video segmentation, AI-generated summaries and quizzes, a context-aware chatbot, and visual scaffolds such as mind maps and annotated slides. The design was informed by the input of students with ADHD and experts in Education, Accessibility, and Human-Computer Interaction (HCI). A high-fidelity prototype has been developed and evaluated to assess usability, relevance, and its potential to support focus, comprehension, and retention. The findings suggest that embedding accessible adaptive features in lecture content can reduce cognitive load and improve engagement for students with ADHD. The paper concludes with implications for inclusive e-learning design and directions for future research.