Extended Reality (XR) Technology in ADHD-Friendly Classroom Design

Hebatallah Hamdy Mohamed

doi:10.38027/smart.v2n1-6

Authors

Hebatallah Hamdy Mohamed Department of Architecture and Planning, Jubail Industrial College, Royal Commission of Jubail and Yanbu. Saudi Arabia Author https://orcid.org/0009-0009-6395-0760

DOI:

https://doi.org/10.38027/smart.v2n1-6

Keywords:

Children with ADHD, Classroom interior design, Contemporary furniture design, Extended Reality (XR) as a learning tool, ADHD Education

Abstract

The educational environment in elementary schools significantly impacts the learning process, children's physical and mental health, and student achievements. Architectural design plays a vital role in supporting ADHD (Attention Deficit Hyperactivity Disorder) students, creating spaces that promote focus and engagement. This study seeks to discover how Extended Reality (XR) technology transforms classroom design into customizable learning environments. It uses qualitative methodology in collecting data from four schools in the United States to understand the current classroom challenges for ADHD students aged between 6 and 11. Moreover, the research applies a quantitative approach through a comprehensive survey that reveals educators' perspectives on using Extended Reality (XR) as a tool for ADHD-friendly classroom design. The results highlight both enthusiasm and concerns regarding XR implementation. It summarizes the key findings and proposes a roadmap for incorporating XR in classroom layout and the needed infrastructure to enhance the motivation and involvement of learners. To optimize XR for students with ADHD, classrooms should prioritize flexibility, movement, and sensory regulation.

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