Abstract:

During higher education, many students face persistent challenges related to attention regulation, concentration, motivation, and cognitive load. These challenges are particularly pronounced among neurodivergent students, including those with attention deficit hyperactivity disorder (ADHD), autism spectrum conditions, and other learning differences. Common difficulties include maintaining sustained attention, regulating concentration, coping with low intrinsic motivation, and resisting distraction from both internal stimuli (e.g., intrusive thoughts, anxiety) and external environmental factors (e.g., noise, digital interruptions). In addition, the increasing demands of higher education—characterized by intensive coursework, continuous assessment, and high expectations for independent learning—often contribute to elevated stress levels and mental fatigue. Collectively, these factors can significantly impact students’ productivity, academic progression, and overall well-being.

The need for effective, accessible, and student-centered support mechanisms has become increasingly evident, particularly in the context of inclusive education and the growing recognition of neurodiversity in academic environments. Traditional institutional support systems, while valuable, are often limited in scalability, personalization, and real-time responsiveness. As a result, there is a growing interest in utilizing digital technologies—particularly mobile applications—as complementary tools for supporting students in managing their learning processes and mental states more effectively even during classes.

This paper presents a novel mobile application designed to support students—particularly neurodivergent learners—in managing attention, motivation, and cognitive challenges during their studies. It integrates self-assessment tools that encourage reflection on attention, stress, and engagement, fostering greater self-awareness and supporting the development of adaptive learning strategies. The proposed solution contributes to the technology-enhanced learning paradigm by demonstrating how mobile applications can be designed to support not only cognitive aspects of learning but also emotional and behavioral dimensions. In particular, it highlights the potential of integrating self-regulation support, multisensory interaction, and community engagement within a single platform. This integrated approach is especially relevant in the context of inclusive education, where diverse learner profiles require flexible and personalized support systems. Multisensory feedback mechanisms—combining visual, auditory, and haptic cues—are used to support focus and reduce distraction, while ambient sound options provide supportive learning environments tailored to individual preferences. In addition, the application offers a communication space that enables peer interaction and mutual support. This social dimension reinforces collaborative learning and helps reduce feelings of isolation among students facing similar challenges.

Designed using a student-centered and inclusive approach, the application prioritizes accessibility, usability, and adaptability to diverse learner needs. Preliminary findings indicate that students perceive the tool as beneficial for improving awareness of their learning behaviors and supporting focus during study activities.

Keywords:

Self-regulated learning, neurodiversity, attention management, mobile application, student engagement, inclusive education.