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This Gaming 4 Good (G4G) work-in-progress project aims to enhance participation and success in STEM education for individuals with disabilities (IWD) by using video game design as an educational tool to teach computational thinking (CT) and foster positive STEM identities. Recognizing the diverse challenges faced by IWD, G4G adopts a transdiagnostic approach, focusing on shared experiences rather than specific diagnoses to create an inclusive learning environment. The project takes place in informal settings, such as after-school programs and summer camps, where students participate in extended game jams to develop and design video games. Through these hands-on activities, learners engage in data practices, systems thinking, and collaborative problem-solving, making STEM learning accessible and engaging for neurodiverse populations. By continuously involving IWD, their caregivers, and subject matter experts in the co-design process, G4G ensures that the program meets diverse learning needs and is applicable in real-world settings. Ultimately, G4G seeks to empower IWD by fostering their interest and skills in STEM, thereby creating pathways for their success in future opportunities.
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This content will become publicly available on April 23, 2026
Co-Designing an Augmented Reality Executive Function Support Learning Technology
[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.
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- Award ID(s):
- 2202291
- PAR ID:
- 10633700
- Publisher / Repository:
- AERA Online Repository
- Date Published:
- Format(s):
- Medium: X
- Location:
- https://www.aera.net/Publications/Online-Paper-Repository/AERA-Online-Paper-Repository
- Sponsoring Org:
- National Science Foundation
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