Coding forms a key part of computer science education in
universities. As part of this education, Integrated Development Envi-
ronments (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 consid-
ered 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 learn-
ing experience for the students.