Unraveling the intersection of HCI and neurodiversity in Bangladesh: Exploring ADHD, technology-based interventions, and cultural perspectives

Abstract

Attention-Deficit/Hyperactivity Disorder (ADHD) is a prevalent neurodevelopmental condition worldwide, including in Bangladesh. Children with ADHD encounter difficulties in sustaining attention, impaired executive functioning, and struggles in academic and social settings. These problems become very prevalent in the schooling context. In many cases, children are sent to special education schools. However, either there are not enough special schools in Bangladesh or the existing special schools lack resources. On the flip side, the traditional Bangladeshi schooling system requires more attention and focus, which ADHD children find difficult to adjust to. In this regard, we hypothesize that e-learning-based intervention can address both of these problems. Besides, there is a notable absence of research on e-learning-based interventions for ADHD children by breaking cultural barriers. This study explored Bangladeshi parental attitudes, beliefs, and social and cultural perceptions towards ADHD and its technology-based interventions. We conducted a semi-structured interview with parents and caregivers of children with ADHD. In this paper, after a thorough analysis, we have presented some design challenges of implementing an effective e-learning-based intervention for Bangladeshi children with ADHD. Our results reveal that using gamification, and reward systems in the intervention will provide a sense of achievement in children, and the inclusion of practical learning tasks along with animated learning content will foster their sustained engagement in the learning process.