Leveling the Playing Field: Temporal Video Segmentation for Individuals with ADHD in Computing Education

This study investigates whether post-hoc video processing—specifically, segmenting instructional content into discrete, single-instruction chunks followed by fixed-length pauses—can reduce the extraneous cognitive load that often hinders students with ADHD in asynchronous computing education. The researchers conducted a within-participants controlled experiment with 27 adult non-programmers (17 with ADHD, 10 without) to compare performance on programming tasks using either continuous or segmented video instruction. The study aimed to determine if this intervention could act as an equalizing support, allowing neurodivergent learners to achieve performance levels comparable to their neurotypical counterparts without requiring instructors to modify their original teaching style.

The intervention proved highly effective, particularly for participants with ADHD. While both groups benefited from the segmented format, those with ADHD showed an 87% reduction in errors and a 79% reduction in hesitations compared to the unsegmented condition. By the end of the study, the performance of participants with ADHD under the segmented intervention was statistically indistinguishable from that of the neurotypical participants. These results suggest that the "rapid-fire" delivery style common in many instructional videos creates an unnecessary environmental barrier that can be mitigated through simple, automated temporal modifications.

This research supports the principles of Universal Design for Learning (UDL) by demonstrating that accessibility in education does not always require personalized, instructor-led accommodations. Instead, it shows that systemic, post-hoc modifications to digital learning environments can remove design-induced barriers, fostering a more equitable learning experience for individuals with diverse neurocognitive profiles. By shifting the focus from individual "deficiencies" to the design of the learning environment, this approach offers a scalable, non-stigmatizing way to broaden participation in computing education.