JournalMate: An Accessible Academic Reading Tool for Third-Level Students with ADHD.

Area of Science:

• Human-Computer Interaction
• Educational Technology
• Neurodiversity Studies

Background:

• Students with Attention Deficit Hyperactivity Disorder (ADHD) often face significant challenges with academic reading.
• Existing tools may not adequately address the specific cognitive processing difficulties and user needs associated with ADHD.

Purpose of the Study:

• To design and evaluate an accessible academic reading tool tailored for third-level students with ADHD.
• To identify and address pain points hindering efficient and confident academic reading in this demographic.

Main Methods:

• A three-phase User-Centered Design (UCD) approach was employed.
• Phase 1: Exploration of cognitive processing difficulties and user needs through interviews with 3 subject matter experts and 8 students with ADHD.
• Phase 2: Ideation of solutions applying universal design principles and development of an electronic reading tool prototype, followed by evaluation with 10 users.

Main Results:

• An accessible academic reading tool prototype was developed through a user-centered design process.
• User evaluation data provides insights into the prototype's performance and informs future design iterations.
• The study identified key challenges and successful design elements for supporting academic reading in students with ADHD.

Conclusions:

• The developed tool offers a promising solution for enhancing academic reading for third-level students with ADHD.
• The user-centered design methodology proved effective in creating an accessible and targeted intervention.
• Further iterations and research are recommended to optimize the tool and validate its long-term impact.