Design and Neuroergonomics in Identification of Elements Restorers of ADHD Care in Educational Environments: A Systematic Literature Review (SLR) Based on the PRISMA Method

Abstract

This study aimed to contextualize ADHD, establishing its connection with Neuroscience, Ergonomics, Design, Restorative Environments Theory and Educational Spaces. Therefore, a Systematic Literature Review (RSL) was carried out, based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method. The aim was to seek studies that addressed the learning process/attention of adults with ADHD, teaching strategies, and design interventions in classrooms based on the presented objectives. The searches took place on the Journal Portal of the Higher Education Improvement Coordination (CAPES). The filters used were papers published in the last ten years (2011–2021), peer-reviewed in English only. The research founds a total of 77,654 papers. The first 100 were analyzed in order of relevance, totaling 1,257 papers analyzed, and thus, excluding repeated ones, 52 papers were selected by evaluating the titles and abstracts. After a dynamic reading, 13 papers remained, divided into three groups: A, B, and C. Therefore, the papers were found to relate only to the areas proposed by the study of neuroscience, educational environment, learning, and attention focused on ADHD. No research was found that addresses all the points sought together, especially the field of Ergonomics and Theory of Restorative Environments, thus proving the need for research that addresses these contexts since there are possibilities for further studies on these themes.