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The uSucceed project aims to support neurodiverse individuals in the STEM workforce by utilizing Virtual Reality (VR) to deliver a customized training curriculum in CyberSecurity. This short paper delves into the design and methodology implemented by the uSucceed learning system. Preliminary usability test evaluations by neurodiverse individuals (n = 8) reveal critical insights into user experience, particularly regarding cybersickness and the usability of the uSucceed VR learning system. Usability findings revealed positive feedback on the immersive environment but highlighted issues with task navigation and inconsistent responses from the AI-driven pedagogical agent. Cybersickness levels ranged from low to moderate, with dizziness and eyestrain being the most reported symptoms. These results serve as a framework for further refining of the curriculum and system design to enhance usability. As the project evolves, it is moving towards the enhancement phase of the learning system’s development, with a focus on further advancement of the context-driven AI pedagogical agent. 

As Virtual Reality (VR) gains traction in education, its potential to support neurodivergent learners in cybersecurity training remains underexplored. This emerging technology report examines how VR can bridge the gap between STEM education and cybersecurity training for neurodivergent individuals, highlighting both its promise and the challenges that must be addressed. While VR-based cybersecurity simulations offer immersive, hands-on learning experiences that align with neurodivergent strengths, existing implementations often overlook critical accessibility considerations. This emerging technology report reviews current VR-based cybersecurity training systems, and provides insights and limitations in how they are supporting neurodivergent users. This report also addresses key challenges in this area of research such as cybersickness, the lack of neurodivergent representation in VR development, and the difficulty in creating realistic cybersecurity simulations. Given the rapid evolution of VR in cybersecurity education, ensuring accessibility requires intentional design choices and co-development with neurodivergent learners. We conclude by identifying research gaps and advocating for a more inclusive approach to VR-based cybersecurity education that fosters diversity within the field. 

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. 

STEM integration has become a national and international priority, but our understanding of student learning experiences in integrated STEM courses, especially those that integrate life sciences and engineering design, is limited. Our team has designed a new high school curriculum unit that focuses on neural engineering, an emerging interdisciplinary field that brings together neuroscience, technology, and engineering. Through the implementation of the unit in a high school engineering design course, we asked how incorporating life sciences into an engineering course supported student learning and what challenges were experienced by the students and their teacher. To address these questions, we conducted an exploratory case study consisting of a student focus group, an interview with the teacher, and analysis of student journals. Our analysis suggests that students were highly engaged by the authentic and collaborative engineering design process, helping solidify their self-efficacy and interest in engineering design. We also identified some challenges, such as students’ lower interest in life sciences compared to engineering design and the teacher lacking a life sciences background. These preliminary findings suggest that neural engineering can provide an effective context to the integration of life sciences and engineering design but more scaffolding and teacher support is needed for full integration.