The Effect of Task Complexity on Eye Movement and Multitasking Performance in Students With and Without ADHD

Abstract

Attention Deficit/Hyperactivity Disorder (ADHD) is a common neurodevelopmental disorder that affects many individual’s ability to maintain and shift attention. Little is known about the connection between executive function and eye movement in individuals diagnosed with ADHD during multitasking. The objective of this research is to examine the relationship between patterns of eye movement and multitasking performance between students with and without ADHD. During the experiment, students with and without ADHD completed NASA’s Multi-Attribute Task Battery at both low and high task complexity. We found that students without ADHD showed higher error counts, higher workload ratings, and greater total number of fixations in the high task complexity than in the low task complexity. By understanding the relationship among eye movement, executive functioning, and mental workload, it is possible to gain insight in attention allocation in online learning environments and apply that knowledge to create tools for equal access to learning.