Leveling the Playing Field: Temporal Video Segmentation for Individuals with ADHD in Computing Education

Pimenova, Begel and colleagues evaluate a post-hoc video processing intervention that segments instructional videos into single-instruction chunks with fixed pauses, reducing extraneous cognitive load for learners with ADHD. In a within-participants study (17 ADHD, 10 non-ADHD), the intervention improved everyone but had an equalizing effect: ADHD participants' errors and hesitations fell to parity with non-ADHD peers. This is strong evidence for Universal Design for Learning via automated content transformation — a task well-suited to AI pipelines. It extends Neurodivergent Computing Students and Accessible Learning, complements simulation work like LLM Educational Simulation Adhd, informs video-based learning design in Engagement Assessment Video and Instructional Design, within CS Education.

Connected Concepts

Accessible Learning

CS Education

Instructional Design

Neurodiversity

LLM

Connected Articles

Neurodivergent Computing Students

LLM Educational Simulation Adhd

Engagement Assessment Video

Citation

Veronica Pimenova, Chris Lee, Baramee Bhakdibhumi, Simon Chu, Andrew Begel (2026). Leveling the Playing Field: Temporal Video Segmentation for Individuals with ADHD in Computing Education. arXiv:2607.24612.