"There's No Greater Feeling": Empowerment and Achievement Through Neurodivergent Co-Design

Extended reality (XR) technologies, including virtual reality (VR), have long been investigated as tools to support autistic and other neurodivergent individuals, yet much of this work has prioritized researcher-defined outcomes over the lived experiences of neurodivergent users. Participatory and co-design approaches offer a means to address this gap, but limited research documents how neurodivergent adults experience authentic involvement in XR development. This study examines the experiences of neurodivergent co-designers engaged in the collaborative creation of uSucceed, a VR cybersecurity learning environment. Five neurodivergent adults employed as paid members of a university-based development lab participated in semi-structured interviews focused on expectations, learning, design responsibilities, collaboration, and perceived impact. Using a grounded theory approach, analysis involved iterative coding, constant comparison, and axial mapping of relationships among design practices, experiences, and outcomes. Co-designers reported substantial growth in technical skills such as Unity development, C# scripting, debugging, and animation, alongside gains in communication, persistence, and reflective problem-solving. Structured learning supports and authentic production-level responsibilities fostered confidence, ownership, and a sense of value within a supportive, inclusive environment. These findings illustrate how intentionally structured, production-oriented XR co-design can support both technical skill development and meaningful participation for neurodivergent adults.Lay AbstractThis study explores what it is like for neurodivergent adults to take part in designing virtual reality (VR) learning technologies, not just as research subjects, but as paid members of a development team. While VR and similar technologies have often been created to support autistic and other neurodivergent people, these tools are usually designed based on what researchers think users need, rather than on the experiences and priorities of neurodivergent individuals themselves. This project focuses on a different approach by examining how neurodivergent adults experienced collaborating on the development of uSucceed, a VR learning environment that teaches cybersecurity skills. Five neurodivergent adults worked in a university-based lab as co-designers and developers on the project. They participated in interviews where they shared their expectations, what they learned, how they contributed to the design process, how they worked with others, and how the experience affected them personally and professionally. The researchers carefully analyzed these interviews to understand common themes and patterns in their experiences. Participants described learning a wide range of technical skills, such as building VR environments, writing and fixing code, creating animations, and working with professional development tools. They also reported growth in broader skills, including communication, problem-solving, persistence, and confidence. Importantly, the team structure included clear guidance, regular check-ins, collaborative problem-solving, and supportive feedback, which helped participants stay engaged and work through challenges without becoming overwhelmed. Having real responsibilities on a production-level project made participants feel valued and proud of their contributions.