Design Considerations
Designing an app for children is difficult enough but when your target audience is children with ADHD then this can be a challenge. Since ADHD is classed as a learning disorder, many considerations must be considered when deciding how an app should function and be portrayed. As designers, the researchers had to put any prior conceptions of UX design aside, step back from what had been taught in classes and think deeply about the intended users.
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Firstly, there are no set rules on how designers should go about creating technology and platforms for children with ADHD. However, McKnight (2011) outlined a series of guidelines on how best to design software for ADHD which she collated from a wide variety of sources.
1. Design materials so the layout is neat and uncluttered to reduce confusion and search times needed to find information.
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2. Provide a ‘calm’ environment, with soothing colours. This was applied to the app as simple images were used with gentle colours as to not overly visually stimulate the children.
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3. Provide a high-reinforcement environment – reward good behaviour and completion of all tasks that are asked of the children, using positive language. Assemblo (2017) discussed how emoji’s have an ability to convey certain emotions we can’t otherwise describe in text. Emojis were used as a way of positive reinforcement when a question was answered correctly and to encourage the user to try again if incorrect.
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4. Organise items in an orderly way. The menus page was organised in a grid to allow ease of use and understanding for the child using the app.
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5. Distinguish important information by putting it in bold or colour. The questions asked in the app were highlighted in bold as to direct the child’s attention to the importance of it. The answer options were placed inside square buttons to differentiate each one and to improve the page visually.
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6. Use large print (12-14 point) and a clear sans-serif font such as Arial. Cranford Teague (2013) reported that if material becomes too difficult to read, students may simply give up or become more confused. But equally, if it's too easy, they may become bored and complacent. Lato font was used throughout the app and the font ranged from size 45-50.
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7. Use brief and clear instructions. This is simply to not overwhelm the child by unnecessarily explaining the whole concept and guidelines of the app and instead using images and icons to communicate information.
The menu page was created using icons as Harley (2014) explained that icons are a visual representation of an object, action or idea and allow for quick recognition. Icons can be universally applied such as an icon for the home screen. However, to reduce ambiguity, it is best to pair icons with text labels.
Home Icon
To gather further information about what should be included in an app for ADHD children, the researchers set about creating a set list of questions that would be given to professionals working with ADHD children in a sport setting. This created important feedback that would help with the initial development of the app prototype. An example of these questions were:
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1. How long have you been working with children with ADHD?
2. Do you think there is a difference between how a child with ADHD
and a child without reacts to a social situation?
3. Do you think a child with ADHD struggles with their behaviour in a social situation?
4. How would you help a child with ADHD overcome these situations?
5. What do you think would help a child to learn social behaviours?
6. Do you think an interactive app could teach children with ADHD through the use of games and short videos?
7. What should we be mindful of when creating this app?
8. Do you have any recommendations of what this app should contain?
9. Do you think the app should have a feature where the parents can be involved - eg to be able to checkup on their child’s progress, etc?