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Digital technological advancements have been a driving force in the continued evolution of the modern workplace. One notable change is an increased reliance on informal chatting tools in support of both distributed and co-located work. However, while researchers have recognized the growing prominence of these tools in work, little is known about how to best support youth who have grown up with access to interconnected technologies in acquiring and practicing the relevant skills needed to effectively communicate using these tools. In this study, we studied youth's utilization of Slack, a popular workplace chatting tool, in an after-school 3D print shop. Using in-depth semi-structured interviews, we uncovered the factors that supported or hindered youth employees' Slack use in a technical work context. This work offers implications for how to design youth workplace communication and coordination protocols that support the needs of this population. 

Introduction: Autistic people face systemic barriers to fair employment. Informal learning may promote the self-determination transition-age autistic youth need to overcome and/or transform these barriers. This report focuses on the iterative process of developing video game design workshops guided by feedback from autistic students about instructional strategies they found engaging. This study is part of a three-year-long NSF-funded program of research that seeks to empower autistic youth to move toward successful careers by teaching educators how to more effectively guide them. Methods: In the Summer of 2021, educators at an award-winning NYC-based, not-for-profit, education program, Tech Kids Unlimited (TKU) collaborated with researchers, including autistic students, to iteratively develop and assess two online game design workshops for transition-age autistic youth. Participants selected which workshop they were available for (Workshop 1: n = 18; M age = 16.72  years; Workshop 2: n = 16; M age = 16.56  years). Students in Workshop 2  had more varied support needs and were less motivated to learn video game design than students in Workshop 1. Students completed assessments before and after each workshop and rated their interest in specific workshop activities after each activity. Guided by data from Workshop 1, we revised instructional strategies before conducting Workshop 2. Results: We found little evidence for our hypothesis that attentional style would impact educational engagement. However, video game design self-efficacy and self-determination were often positively associated with engagement. Two industry speakers, one of whom was autistic, were among the highest-rated activities. As hypothesized, video game design self-efficacy and self-determination (and unexpectedly) spatial planning improved from pre- to post-test following Workshop 1. Despite our efforts to use what we learned in Workshop 1 to improve in Workshop 2, Workshop 2 did not lead to significant improvements in outcomes. However, students highlighted instructional strategies as a strength of Workshop 2 more often than they had for Workshop 1. Educators highlighted the importance of group “temperature checks,” individualized check-ins, social–emotional support for students and educators, and fostering a positive atmosphere. Discussion: Findings suggest that interactive multimodal activities, stimulating discussions, and opportunities to engage with neurodivergent industry professionals may engage and empower diverse autistic youth.