To keep the session authentic to lived experience, it includes sensitive topics such as alcoholism, drug abuse, eating disorders, and suicidal ideation, all of which are realities faced by many individuals with undiagnosed or untreated ADHD. Some of the language used may be stronger than in typical training sessions. This is intentional to demonstrate the emotions and impulsivity honestly as "The right words at the right time can create powerful, transformative moments" (Heath & Heath, 2017). While these elements may be uncomfortable for some, they are included to provide an honest and impactful understanding of ADHD and its wider effects.

Additionally, some of the simulations are intentionally designed to cause discomfort and stress. This is a deliberate choice to reflect the real struggles ADHD individuals face daily. By momentarily experiencing frustration, overwhelm, or cognitive overload, participants gain a deeper, more meaningful insight into the realities of living and learning with ADHD—leading to more impactful and lasting change in their approach to teaching and support.  

Session Structure

• Immersive ADHD Session (90 Minutes) – In Development This session immerses staff in the challenges faced by individuals with ADHD, without immediately offering solutions or strategies. The goal is to create a "tripping moment"—a cognitive shift that fosters empathy and a desire to adapt teaching practices (Mezirow, 1991). By experiencing frustration, cognitive overload, and distraction firsthand, staff will gain a deeper understanding of ADHD's impact.

Working in teams, participants will navigate tasks that mirror core ADHD difficulties, covering:

• Key ADHD traits (inattention, hyperactivity, executive dysfunction, etc.)

• UK statistics on ADHD prevalence and outcomes
• Diagnosis pathways (NHS, Right to Choose, private options)
• Treatment approaches (medication, therapy, lifestyle adaptations)
• A knowledge-check quiz will reinforce learning.

Application & Strategy Workshop (1 Hour, Post-Break) – In Planning

This session shifts from awareness to action, empowering staff to create their own ADHD-inclusive strategies rather than imposing a rigid framework. Kirstie Berkley has kindly offered to help facilitate this.

• Reflection & Discussion: Staff analyze their escape room experience and its classroom implications.

• Lesson Adaptation Exercise: Participants modify one of their own lesson plans using ADHD-friendly techniques.

• Collaborative Refinement: Small groups share ideas and refine strategies through discussion.

• Sustaining Impact & Measuring Progress 

To ensure lasting change without increasing workload:

• Action Plan Commitment: Each staff member trials at least one ADHD-friendly strategy.

• Departmental Check-Ins: Brief termly discussions to share progress and ideas.

• Progress Survey (3-6 Months Later): Gathering feedback on implementation and additional support needs.

• Optional Peer Observations: Encouraging staff to see ADHD-inclusive strategies in action.

By focusing on experiential learning and collaborative problem-solving, this training will drive meaningful, sustainable improvements in supporting ADHD students.

Additionally, this experimental training provides an opportunity to showcase the potential of our immersive classrooms, demonstrating their capacity for engaging, interactive learning across all subjects. Studies indicate that technology-enhanced learning environments improve student engagement and accommodate diverse learning needs, including those with ADHD (Passey, 2013; Clark, 2015). 

References

References:

Barkley, R. A. (2014). Attention-deficit hyperactivity disorder: A handbook for diagnosis and treatment. Guilford Press.

Clark, R. C. (2015). Evidence-Based Training Methods: A Guide for Training Professionals. American Society for Training and Development.

Dewey, J. (1938). Experience and Education. Macmillan.

Heath, C., & Heath, D. (2017). The power of moments: Why certain experiences have extraordinary impact. Simon & Schuster.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. MIT.

Moore, D. A., Russell, A. E., Arnell, S., & Ford, T. J. (2017). Educators' experiences of managing students with ADHD. Emotional and Behavioural Difficulties, 22(1), 20-35.

Passey, D. (2013). Inclusive technology enhanced learning: Overcoming cognitive, physical, emotional, and geographic challenges. Routledge.

Sayal, K., Prasad, V., Daley, D., Ford, T., & Coghill, D. (2018). ADHD in children and young people: Prevalence, care pathways, and service provision. The Lancet Psychiatry, 5(2), 175-186.

Sonuga-Barke, E. J., Cortese, S., Fairchild, G., & Stringaris, A. (2013). Annual Research Review: Transdiagnostic neuroscience of child and adolescent mental disorders—Differentiating decision-making in ADHD. Journal of Child Psychology and Psychiatry, 54(1), 3-14.

Rationale

Immersive ADHD Training Through Narrative Storytelling and Gamification

By Peter Davidson

Rationale 

During the last 12 months I have been learning how to use the Immersive software to make interactive lessons and experiences for the Immersive classrooms at the college. During this time, I have started to find more interesting and complicated ways to make immersive experiences. I have also been developing my skills writing, editing, and narrating educational videos, these include videos about causes of climate change, forming good habits, and ADHD. Doing this has helped me be more able to clearly explain concepts in informative and entertaining ways, which has led to me wanting to combine these areas to create a narrative driven training session for staff at the college to help them understand, empathise with, and better manage students and staff with ADHD. During this project I aim to develop both my writing fictional narrative writing for the story, and factual/informative writing for the educational content. I will also be developing my knowledge of editing and sound recording using Adobe premiere Pro and Audition, as I have been using iMovie for most of my previous projects and digging deeper into the capabilities of the immersive software to discover new and innovative ways to engage the users.

Project Concept 

My project is to develop myself as an educator, using a combination of advanced immersive technology, and a fictional narrative to engage staff in a training session that will not only break the mould of typical staff development, but raise the bar for future training.

For this project I will be developing technical areas for making video content including using Adobe Premiere Pro for editing footage, Adobe Audition for Audio, and Using the Black Magic Camera for filming. Much of the technical support for the immersive suites I intend to use is available through their helpdesk.

In the creative areas I will be working on how to combine a fictional narrative with characters and dialogue with factual educational resources for increasing knowledge about ADHD. These two areas of technical development, and educational storytelling will be presented in an immersive escape room, combining physical activities with a digital interactive environment to be an exciting and innovative educational experience.

The intention is to create a training session that is transformative for participants, not just performative, and create a new way to provide teaching staff with CPD. To do this effectively I will need to continue to learn more about ADHD and the lived experiences of the people with the condition. I look to do this by researching books, podcasts, and academic journals, as well as through interviews with people diagnosed, or awaiting diagnosis. I will also need to research educational theory, and how to utilise immersive environments through interactivity and gamification to teach effectively.

Evaluation 

To begin with the content of the session, I would like to ask staff what they know, understand, and assume about ADHD to ensure that the content appropriate for their CPD. I can achieve this through an all-staff email with a survey attached. A follow up survey can also be sent out after staff have completed the training to measure its effectiveness. This will require permission from the college Principal. Throughout the production of the experience, I intend to obtain feedback from trusted peers about the educational content, story, and structure. I also intend to obtain feedback from people who do not like the idea of using immersive spaces for education, as they will provide me with a devil's advocate, that will help me refine the work to better meet the needs of more traditional teachers. Throughout the process I will reflect regularly, and further challenge myself, my beliefs and assumptions by experimenting with using AI as a cognitive bias detector, extreme devil's advocate, and cognitive blind spot detector. This may help me to use the technology to see the training from more perspectives than my own, without the emotional reactions, or time taken from individuals.

Research:

Primary:

Pre-Training creation:

ADHD Knowledge questionnaire - Staff

ADHD Knowledge questionnaire - Students

Post-Training

Secondary:

Reference list

Educational Theory:

Epstein, D. (2019). Range: Why generalists triumph in a specialized world. New York: Riverhead Books.

Heath, D. and Heath, C. (2017). The Power of Moments. Random House Uk.

ADHD Content:

Chapman, R. (2023). Empire of Normality. Pluto Press (UK).

Hallowell, E. (2023). ADHD Explained. Penguin.

Hartmann, T. (2016). Adult ADHD : how to succeed as a hunter in a farmer's world. Rochester, Vermont: Park Street Press.

Hartmann, T. and Popkin, M. (2019). ADHD : a Hunter in a Farmer's World. New York: Inner Traditions International, Limited.

Middleton, E. (2023). Unmasked. Random House.

Pink, R. and Emery, R. (2023). Dirty Laundry. Random House.

Pink, R. and Pink, R. (2024). Small Talk. Random House.

Shankman, P. (2017). Faster than normal : turbocharge your focus, productivity, and success with the secrets of the ADHD brain. New York: Tarcherperigee, An Imprint Of Penguin Random House Llc.

Immersive Creation:

Immersive Interactive Support. (2025). Sign into. [online] Available at: https://immersiveuk.freshdesk.com/support/solutions/folders/28000027805/page/3 [Accessed 6 Apr. 2025].

Wero (2017). Designing Immersive Experiences in Escape Room Puzzles. [online] YouTube. Available at: https://www.youtube.com/watch?v=V38KPgEKZQw [Accessed 6 Apr. 2025].

www.youtube.com. (n.d.). 7 things that make an Escape Room fun. [online] Available at: https://www.youtube.com/watch?v=rmyPcK9RzRk

Video Editing:

Vince Opra (2024). Premiere Pro Tutorial for Beginners 2024 - Everything You NEED to KNOW! (UPDATED). [online] YouTube. Available at: https://www.youtube.com/watch?v=yO52Tx60Keg.

Audio Recording:

Youtube.com. (2025). Available at: https://www.youtube.com/results?search_query=adobe+audition+tutorial+for+beginners [Accessed 6 Apr. 2025].

Narrative:

StudioBinder (2021). What is a Red Herring — 5 Techniques to Mislead & Distract an Audience. YouTube. Available at: https://www.youtube.com/watch?v=47ntBElzaWk.

StudioBinder (2023). Three Act Structure Explained — The Secret to Telling a Great Story. YouTube. Available at: https://www.youtube.com/watch?v=tvqjp1CxxD8.

www.youtube.com. (n.d.). The Secret to Writing Compelling Plot Twists — The Art of Misdirection Explained. [online] Available at: https://www.youtube.com/watch?v=YHbOVOZWhZM [Accessed 22 Oct. 2023].