Enhancing Educational Videos for ADHD Learners: A Review of Multimedia Design and Deep Learning Frameworks

Emam, Alshefaa Mohamed; ElSayed, Eman; Gallab, Mai

doi:10.21608/ijaici.2025.422165.1016

Enhancing Educational Videos for ADHD Learners: A Review of Multimedia Design and Deep Learning Frameworks

Document Type : Original Article

Authors

¹ Faculty of Computers & Artificial Intelligence - BFCAI, Benha University, Benha, Egypt

² Faculty of Science, Al-Azhar University (Girls) - Department of Computer Science, College of Information Technology, Misr University for Science & Technology (MUST), 6th of October City 12566, Egypt

10.21608/ijaici.2025.422165.1016

Abstract

In educational process, students with Attention-Deficit/Hyperactivity Disorder often experience difficulties with maintaining focus and effectively interacting with instructional content. Video-based training has emerged as a promising approach to address these challenges, particularly as digital media continues to expand in today’s classrooms. Such videos can provide children with attention-deficit/hyperactivity disorder adaptable, engaging, and motivating learning opportunities through the integration of multimedia elements and adaptive design techniques. The effectiveness of educational videos for these learners is influenced by five key factors examined in this study: video length, variety of visual objects, audio quality, visual clarity, and instructor hand movements. A review of recent research indicates that Hand Gesture Recognition technologies, multimodal cues, and high-quality audiovisual content can significantly enhance learner engagement, comprehension, and attention. Existing research, however, frequently addresses these elements separately and lacks a systematic framework that integrates them from a technical and educational perspective. This study fills this gap by putting forward a research-based, interpretable framework that combines these elements to create inclusive, successful instructional videos created especially for students with attention-deficit/hyperactivity disorder.

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