Accessible Design in Integrated Development Environments: A Think Aloud Study Exploring the Experiences of Students with ADHD

2025-06-12

AI Summary

This study investigates interface usability barriers faced by college students with ADHD when using Visual Studio Code for programming learning. Employing think-aloud protocols, semi-structured observational interviews, and thematic analysis, it applies participatory qualitative methods to systematically identify interaction challenges experienced by ADHD users in integrated development environments (IDEs) — the first such investigation of its kind. Findings reveal that current IDE interface layouts exacerbate attentional distractibility and frustration, while lacking accessibility features supporting executive function. The analysis yields three core thematic constructs — “Confidence,” “Interaction,” and “Learning” — each with associated sub-dimensions. Based on these insights, the study proposes evidence-based IDE accessibility design principles tailored to ADHD learners and establishes an empirical framework for inclusive educational technology design, thereby informing both theoretical advancement and practical implementation toward more neuroinclusive development environments. (149 words)

Technology Category

• Humans and AI: User Experience and Usability
• Application Domains: Humanities & Computational Social Science
• Cognitive Modeling & Cognitive Systems: Adaptive Behavior

Application Category

• User Modeling, Personalization and Recommendation: Practical large-scale studies of user experience
• Economics, Online Markets and Human Computation: Research challenges in human and human-AI computation
• Responsible Web: Data and user privacy-enhancing technologies for the Web

Abstract

Coding forms a key part of computer science education in universities. As part of this education, Integrated Development Environments (IDEs) are essential tools for coding. However, it is currently unknown how the design of an IDE's interface impacts on students with Attention Deficit Hyperactivity Disorder (ADHD). In this study we investigated the use of IDEs by students with ADHD. We conducted a think aloud study with nine university computing students, followed by qualitative observational interviews to analyse their learning and engagement with the Visual Studio Code IDE. The paper reports on these experiences and seeks to understand the role IDEs play in the educational setting. Our work also examines how digital accessibility and usability are considered in the current design of IDEs. We analysed the qualitative data using a thematic analysis and identified three primary themes: self-confidence, interaction, and learning as well as various sub-themes. The themes and their sub-themes illustrate key areas of consideration when designing IDEs for students with ADHD. The primary findings highlight experiences of frustration and barriers in the current design and layout of IDEs. Through our participatory approach we provide a rare insight into ADHD user experiences around usability and accessibility, and describe the need for better design of development environments to ensure a positive learning experience for the students.

Problem

• How IDE interface design affects students with ADHD
• Evaluating digital accessibility and usability in IDEs
• Improving IDE design for ADHD learning experiences

Innovation

• Think aloud study with ADHD students
• Thematic analysis of IDE usability
• Participatory design for better accessibility