Adapting Suitable Spaces in Learning Management Systems to Support Distance Learning in Adults with ADHD

This paper presents an approach to adapt a playful space and an organizational space in Learning Management Systems to support virtual learning in adults with ADHD. The playful space consists of an adaptive videogame and some computer exercises that attempt to train cognitive areas deficient in people with ADHD, providing at the same time a strategy to motivate students. The organizational space attempts to facilitate students' work by presenting organized folders to remind them of the status of their tasks. These spaces will be automatically adapted according to each student's ADHD symptomatic profile inferred by a user modeling approach. This user modelling considers four user characteristics, which can also be used as variables in different contexts. These variables are: behavioral management, cognitive performance, emotional recognition, and emotional regulation. To infer the ADHD symptomatic profile of students and their emotional alterations, these features are used as input in a set of classification rules. The proposed user model provides the information to adapt the workspace of students with attention problems, specifically adult students with ADHD.