Exploring audio-visual perceptions of students with attention deficit hyperactivity disorder (ADHD) in informal learning environments

Abstract

This study explores the audiovisual perceptions of students in informal learning environments at the I.D. Bilkent University campus, with a particular focus on students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Using a grounded theory approach, semi-structured interviews (ISO/TS 12913-2:2018 Method C) were conducted to gain in-depth insight into how students experience and interpret their sensory surroundings. A total of 20 participants, which are equally divided between ADHD and non-ADHD students, were selected through convenience sampling. Four informal learning environments on campus were selected based on their diverse acoustic and spatial characteristics, supporting both individual study and social interaction. To complement the qualitative data, structured questionnaires (Method A) and in-situ sound level measurements (LAeq) were also employed to capture perceptual attributes and objective acoustic conditions. The findings indicate that students diagnosed with ADHD evaluated informal learning environments more negatively, describing them as chaotic, annoying, and less calming. In contrast, non-ADHD participants reported greater comfort and satisfaction, particularly in acoustically balanced spaces. Significant perceptual differences between the two groups were observed in specific environments like the dormitory and Faculty of Fine Arts. Moreover, natural sounds were positively correlated with feelings of calmness, while human and technological noises contributed to negative perceptions. These perceptual differences highlight the need for inclusive design strategies that consider neurodiversity in learning environments.