ADHD and the VLE: Student Perspectives and Improvement Strategies

Nina Williams

Keywords: Attention Deficit Hyperactivity Disorder (ADHD), Virtual learning environment (VLE), Learning Management System (LMS), neurodivergence, executive functioning, online learning

As higher education undergoes a transformative shift towards integration of digital educational tools, it is pertinent to understand the impact on students with learning differences. Although they fall under the umbrella term of Specific Learning Difficulties, students with Attention Deficit Hyperactivity Disorder (ADHD) face specific challenges in the realm of online learning, differentiating them from the needs of learners with conditions such as dyslexia, dyspraxia and autism spectrum disorder. Existing accommodations focus on academic coaching and assessment, neglecting the extensive use of virtual learning environments (VLE) as a repository for digital content, platform for online communications and submission portal for digital assessments.

ADHD is a lifelong neurodevelopmental difference and although research is shifting away from the behavioural disorder narrative, the focus is still primarily on students adapting to the existing infrastructure rather than modifying the VLE to facilitate their learning difference. While offering a reliable estimate poses a challenge, up to eight percent of university students meet the diagnostic criteria. ADHD associated behaviours (distractibility and loss of focus, poor organisational skills, restlessness, craving for excitement and stimulation, and hypersensitivity to criticism) are linked to poorer performance in time-limited exams, submitting work late and/or with errors, poor overall academic achievement and increased likelihood of withdrawal.

The research proposal seeks to establish the primary challenges encountered by students with ADHD within the VLE and use the findings to adapt existing design and delivery, raise awareness and inform a larger project to replace the LMS. The study would additionally aim to address a gap in existing literature and provide a platform for student voices by adopting a mixed method approach and combining bi-weekly digital diaries collected throughout one term with an end-of-term online survey to triangulate the findings.

This presentation will focus on expected findings and devising corresponding strategies to enhance digital learning experiences, retention, and engagement of ADHD students. Anticipated challenges can be grouped around three main themes: organisation and navigation; engagement and attention; and assessment and stress management. One of the major challenges students are expected to report is a lack of consistency within and between module pages. Clear organisation, content templates, and structured navigation would support students with learning to use all VLE features. Students may feel overwhelmed by the multitude of overlapping learning materials and struggle with external links, navigating multiple tabs and platforms simultaneously, and organising downloaded files. To address this, learners would benefit from a VLE with internal locus. ADHD students are likely to struggle to sustain attention during extended periods of passive learning, such as online lectures and asynchronous digital materials involving prolonged reading or watching on device screen. Incorporating interactive elements such as quizzes, simulations, and games can help students sustain attention and effort, while visual aids can facilitate understanding and memory retention. Implementing progress trackers and calendar features directly within the VLE has potential to not only assist the students with organisation and time management but also to promote self-regulation and metacognitive skills in the longer term. Students are likely to report stress associated with high-stakes exams and coursework. Proving an alternative modality option for summative assessments can reduce barriers and allow more freedom of self-expression. Breaking down assessment into two or more consecutive components would also help reduce anxiety caused by fear of failure. Implementing these tailored strategies within the VLE can cultivate an inclusive and supportive learning environment conducive to the success of students with ADHD, while concurrently benefiting the broader student body.