Individuals with Attention Deficit Hyperactivity Disorder (ADHD) often face unique challenges in digital learning environments, including difficulties with sustained focus, task organization, and managing cognitive load. This study seeks to address these challenges by developing a segmented learning intervention, which breaks down instructional tasks into smaller, more manageable steps and incorporates brief pauses after each segment to reduce cognitive load.

We conducted a controlled experiment comparing the experiences and performance of ADHD and non-ADHD participants using both traditional instructional videos and segmented videos. Results indicate that segmented videos significantly reduced errors and hesitations for individuals with ADHD, enhancing their task performance and comprehension. These findings underscore the importance of tailoring educational tools to neurodivergent individuals and offer valuable insights for creating more inclusive digital learning platforms. This work holds implications for educators, researchers, and policymakers aiming to improve educational outcomes for neurodiverse populations.