Co-Designing an Augmented Reality Executive Function Support Learning Technology

• In Event: Co-Design as a Means of Creating Inclusive and Effective Technology-Enhanced Learning Experiences

Abstract

[NAME] is an initiative aimed at supporting students with executive function (EF) disabilities through the use of augmented reality (AR). The use of a co-design process is central to its development, which involves collaborating with neurodiverse co-designers to ensure the tool meets the unique needs of this population (Spiel at al., 2022). By working closely with students from [NAME], design and development of this technology was consistently informed by the needs of the neurodiversity community.

The co-design approach emphasized inclusivity and active participation, involving open dialogue, feedback sessions, and iterative design cycles. This process allowed the project team to refine the tool based on real-world usage and feedback. One of the main goals of [NAME] is to create an engaging and supportive user experience. By understanding the specific challenges faced by students with EF differences, such as ADHD, the team developed features that addressed these challenges directly. The AR interface was designed to be intuitive and interactive, helping students stay focused on their STEM related tasks.

The tool uses machine learning algorithms to monitor students' attention and distractibility, providing feedback and adjusting prompts as needed. This adaptive feature is important for creating a supportive learning environment that evolves with the student’s progress (Ahmad, 2015). Personalized prompts and reminders will then be tailored to each student’s needs, providing timely support to help them stay on track.

The co-design process empowers neurodiverse students by giving them a voice in the development of the tools they will use. By incorporating their feedback and insights, [NAME] ensures that the final product is both practical and empowering. This approach enhances the tool's effectiveness and fosters a sense of ownership and confidence among the students. The innovative co-design methodology used in [NAME] sets a precedent for future educational technologies. By demonstrating the value of inclusive design and the potential of AR in education, the project paves the way for more accessible and effective learning tools.

The ultimate vision is for [NAME] is to serve as a model for scalable interventions that support a wide range of learners in both academic and workplace settings. The co-design features of [NAME] highlight the importance of collaboration, personalization, and adaptability in creating educational tools that meet the needs of neurodiverse students (Armstrong, 2012). By leveraging AR and involving the end-users in the design process, [NAME] aims to improve how students with EF disabilities engage with STEM learning.

Author

• Zachary Alstad, TERC