Video lectures have become increasingly prevalent for education and professional development, yet their static visuals, dense information, and long duration pose attentional challenges for individuals with ADHD. While adaptive learning offers opportunities towards ADHD-accessible video learning, little is known about how to suitably adapt such videos: What components in multimodal video lectures are challenging for ADHD viewers? How do these experiences surface in behavioral signals to trigger an adaptation? What presentations do they prefer? To answer these questions, we conducted an eye-tracking-based retrospective think-aloud study with 16 participants with ADHD, who watched and reflected on a curated set of video lecture segments. Our study uncovered video design elements that hindered learning and revealed participants' coping strategies along with their limitations. By jointly analyzing behavioral signals and retrospective reflections, we characterized how these experiences manifested in behavioral patterns. We further surfaced participants' practices for addressing learning needs beyond the video watching process, and derived design implications for future ADHD-friendly adaptive video learning systems.

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