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Misty Forest VR: Turning Real ADHD Attention Patterns into Shared Momentum for Youth Collaboration

Yibo Meng, Bingyi Liu, Ruiqi Chen, Yan Guan

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) remains highly stigmatized in many cultural contexts, particularly in China, where ADHD-related behaviors are often moralized rather than understood as neurodevelopmental differences. As a result, challenges of self-perception, social misunderstanding, and collaboration between ADHD and non-ADHD individuals remain largely unaddressed. We present Misty Forest, a VR-based collaborative game that explores ADHD through asymmetric co-play. The system translates empirically grounded ADHD behavioral patterns -- such as fluctuating attention and time blindness -- into complementary roles that require mutual coordination between players. Rather than compensating for deficits, the design treats cognitive differences as a source of interdependence. In a controlled study with mixed ADHD--non-ADHD dyads, Misty Forest led to higher task completion, increased self-acceptance among ADHD participants, improved ADHD knowledge, and greater empathy among non-ADHD players. These findings suggest that neurodiversity-centered interactive design can foster understanding, reciprocity, and inclusive collaboration.

Misty Forest VR: Turning Real ADHD Attention Patterns into Shared Momentum for Youth Collaboration

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) remains highly stigmatized in many cultural contexts, particularly in China, where ADHD-related behaviors are often moralized rather than understood as neurodevelopmental differences. As a result, challenges of self-perception, social misunderstanding, and collaboration between ADHD and non-ADHD individuals remain largely unaddressed. We present Misty Forest, a VR-based collaborative game that explores ADHD through asymmetric co-play. The system translates empirically grounded ADHD behavioral patterns -- such as fluctuating attention and time blindness -- into complementary roles that require mutual coordination between players. Rather than compensating for deficits, the design treats cognitive differences as a source of interdependence. In a controlled study with mixed ADHD--non-ADHD dyads, Misty Forest led to higher task completion, increased self-acceptance among ADHD participants, improved ADHD knowledge, and greater empathy among non-ADHD players. These findings suggest that neurodiversity-centered interactive design can foster understanding, reciprocity, and inclusive collaboration.
Paper Structure (10 sections, 2 figures, 3 tables)

This paper contains 10 sections, 2 figures, 3 tables.

Table of Contents

  1. INTRODUCTION
  2. RELATED WORK
  3. GAME DESIGN
  4. System Overview and Narrative
  5. Key Mechanics: Rhythm-Based Asymmetric Collaboration
  6. EVALUATION
  7. FINDINGS
  8. DISCUSSION
  9. CONCLUSION
  10. Acknowledgment of AI Use

Figures (2)

  • Figure 1: The same gameplay context is experienced differently by ADHD and non-ADHD players, revealing coordination challenges that motivate asymmetric collaboration.
  • Figure 2: Self-acceptance scores of ADHD users in the experimental group, control group 1, and control group 2. Individual user (up); mean of each group (down).