P(l)ay attention! Involving children with attention deficit hyperactivity disorder in designing playful experiences

Abstract

In recent years, children’s mental health problems, including Attention Deficit Hyperactivity Disorder (ADHD), have been a growing phenomenon. However, there are limited examples of designing for and with children with ADHD - even though a rise in diagnosed cases is expected. This thesis views conditions like ADHD through the lens of neurodiversity, where they are seen as different cognitive styles; therefore, this study focuses on “coolabilities” (strengths) instead of disabilities. The study shows that the creativity, spontaneity/impulsivity and risk-taking of individuals with ADHD makes them a highly valuable resource in a Patient-Centered Design process, especially in the context of play. The research attempts to draw the attention of the design community to this understudied topic.

Through a literature review and an empirical case study − including in-depth expert interviews, patient journey mapping with parents and co-design workshops with children − this Master’s thesis reflects on the opportunities and challenges of involving children with ADHD in co-design offered by an adapted version of the Diversity for Design (D4D) framework. The theory- and expert-informed version is tested during three workshops, and by reflecting on the experiences of facilitating different methods, a practice-informed D4D is presented. By applying the framework, designers can structure the environment and provide supports where, with the right tools, children’s difficulties can be balanced out. As a secondary goal the study investigates the playful experiences of children with ADHD. Despite its exploratory nature, this thesis offers insights and raises important questions about designing for playfulness in the context of ADHD. It reflects on holistic experiences, which include both motion and emotion, and provides inspiration for further research.