Describing the Experiences of Students with ADHD Learning Science Content with Emerging Technologies

Emerging technologies, such as virtual reality, haptics, and 3-dimensionality, provide novel opportunities to allow students investigate scientific phenomena by fostering perceptions of presence, the feeling being sensorially immersed authentically interacting within a computer-generated learning environment (VLE). Neurotypical learners are largely represented in VLE research on science learning, with fewer neurodivergent learners, ADHD. This descriptive case study sought address dearth literature students’ experiences, emerging for science. Specifically, describes extent which experience affordances VLEs compared their neurotypical peers, in: zooming, spatially orienting rotating objects, viewing multiple representations abstract processes real-time, well engaging risk through trials. Five middle grades (diagnosed ADHD) were assessed observed using tool (zSpace) that combines technologies learn cardiac anatomy physiology. Students’ utterances presence technological coded, frequency counts percentages calculated, both individually collectively. The results found most described sensory (41%), control (30%), realism (26%) constructs reports holding attention (3%). Analyses assessments gains scores spatial rotation processes, no change score representations, decrease orientation. provides unique insight into needs when learning.