How could Virtual Reality (VR) be used to help university students with ADHD complete their academic tasks? To answer this question, we conducted a multi-week study with university students who met the criteria for ADHD.

ADHD in University Students

Attention Deficit Hyperactivity Disorder, or short ADHD, is a widely prevalent condition, impacting approximately 10% of children in the United States. One of the most common difficulties associated with ADHD is maintaining concentration and motivation, particularly on tasks perceived as uninteresting or requiring sustained attention over long periods of time. While there are treatments available for ADHD like medication and behavioral treatments, implementing them within a university setting can be difficult. Factors like high student-to-staff ratio, heavy workloads, and the lack of parental oversight can hinder effective administration. 

VR to Help Individuals with ADHD

In the past years, VR technology has shown promise in various educational and work-related settings, with some studies showing higher intrinsic motivation, improved learning outcomes, and enhanced flow experiences compared to traditional methods. One notable advantage of VR is its ability to create immersive and highly controlled environments, allowing minimizing distractions. This aspect is particularly beneficial for individuals with ADHD, who often struggle with maintaining focus in distracting surroundings. In addition, some behavioral treatments for ADHD involve the presence of a supportive person, such as a parent or teacher, who guides the individual back to their tasks whenever they get distracted. These behavioral strategies could potentially be replicated within VR environments, by simulating this type of feedback, providing redirections to help maintain focus during study or work sessions. This use of VR technology shows potential in supporting individuals with ADHD in environments where direct physical support may be lacking.

Experimenting with VR

Our study involved 27 students who met the DSM-5 criteria for ADHD. Over several weeks, each student participated in up to twelve 50-minute sessions within a VR environment, accompanied by noise-canceling headphones. During these sessions, students engaged in their regular academic tasks, such as homework or studying, which they selected themselves. During some of the VR sessions, participants received continuous visual feedback on their task engagement. This feedback was based on their interactions with the computer, showing whether they were staying focused on their tasks or getting distracted.

Findings

• Improved Concentration, Motivation, and Effort: Participants consistently reported higher levels of concentration, motivation, and effort during all VR sessions compared to their usual homework environments.
• Reduced External Distractions and Self-Interruptions: Participants noted that VR helped minimize external distractions, such as people passing by, as well as self-interruptions like checking their phone or social media.
• Varied Opinions on the Feedback Mechanism: Opinions on the feedback mechanism varied among participants. While some found it very helpful, others found it less beneficial or even distracting.
• Comfort Issues: Many participants experienced discomfort in VR, such as eyestrain or the heaviness of the headset over time. However, there are indication that they adapted to these issues over the course of the study and they rated the overall usability of the system as above average.
• Interest in Future Use: The majority of participants expressed willingness to continue using VR for studying beyond the study period. They particularly liked the idea of having VR setups in libraries, preferring this over using it at home or during test situations.

We invite you to read further in our publication.