AI 中文总结
本研究通过眼动追踪与回顾性出声思维实验，揭示多动症观看者在视频讲座中的注意力挑战、应对策略及行为信号，为自适应视频学习系统提供设计启示。
AI 中文摘要
视频讲座在教育和职业发展中已日益普遍，然而其静态的视觉内容、密集的信息和较长的时长给多动症（ADHD）个体带来了注意力方面的挑战。尽管自适应学习为面向多动症的无障碍视频学习提供了机会，但关于如何适当地调整此类视频，我们知之甚少：多模态视频讲座中的哪些组成部分对多动症观看者构成挑战？这些体验如何在行为信号中显现以触发自适应调整？他们偏好何种呈现方式？为回答这些问题，我们开展了一项基于眼动追踪的回顾性出声思维研究，16名多动症参与者观看并反思了一组精选的视频讲座片段。我们的研究揭示了阻碍学习的视频设计元素，并展现了参与者的应对策略及其局限性。通过联合分析行为信号与回顾性反思，我们刻画了这些体验如何在行为模式中显现。我们进一步呈现了参与者在视频观看过程之外满足学习需求的做法，并为未来面向多动症的自适应视频学习系统提出了设计启示。
英文摘要
Video lectures have become increasingly prevalent for education and professional development, yet their static visuals, dense information, and long duration pose attentional challenges for individuals with ADHD. While adaptive learning offers opportunities towards ADHD-accessible video learning, little is known about how to suitably adapt such videos: What components in multimodal video lectures are challenging for ADHD viewers? How do these experiences surface in behavioral signals to trigger an adaptation? What presentations do they prefer? To answer these questions, we conducted an eye-tracking-based retrospective think-aloud study with 16 participants with ADHD, who watched and reflected on a curated set of video lecture segments. Our study uncovered video design elements that hindered learning and revealed participants' coping strategies along with their limitations. By jointly analyzing behavioral signals and retrospective reflections, we characterized how these experiences manifested in behavioral patterns. We further surfaced participants' practices for addressing learning needs beyond the video watching process, and derived design implications for future ADHD-friendly adaptive video learning systems.
