Perceived Risks and Benefits of Disclosing ADHD to AI-based Educational Technologies: Semi-structured Interviews

This study investigates the perspectives of students with attention deficit and hyperactivity disorder (ADHD) on disclosing their condition in the context of AI-based educational technologies (AI EdTech). Neurodivergent students often face challenges in disclosing their condition. It is unclear whether these difficulties persist in the context of AI EdTech. On the one hand, collecting data on neurodiversity could help ensure that these technologies are inclusive and personalized. Moreover, some students might find it easier to disclose their neurodivergence to an AI where their anonymity is guaranteed, rather than to colleagues or peers who may harbor negative attitudes. On the other hand, gathering and storing disability data might pose privacy risks depending on the technology design, such as the potential for re-identification, and may pressure neurodivergent students to disclose their conditions in order to access services. To better understand how disclosure is perceived in AI EdTech, we conducted 20 semi-structured interviews with students with ADHD. Results suggest that participants perceived AI tutors more positively than early warning systems due to a risk of stigmatization. This concern could be addressed by granting students greater control over their data, especially in deciding which lecturer should have access to their information. Still, participants were generally open to disclosing their ADHD status in AI EdTech, especially those who had already disclosed their ADHD to their universities. Finally, this paper provides reflections for developers and educators to create inclusive adaptive educational technologies that respect students’ privacy.