Accepted author manuscript, 484 KB, PDF document
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
}
TY - GEN
T1 - Accessible Design in Integrated Development Environments
T2 - Two Decades of TEL: from Lessons Learnt to Challenges Ahead Newcastle and Durham, UK, 15-19 September 2025, Proceedings
AU - Halpin, Luke
AU - Benachour, Phillip
AU - Hall, Tracy
AU - Houghton, Ann-Marie
AU - Winter, Emily
PY - 2025/6/12
Y1 - 2025/6/12
N2 - Coding forms a key part of computer science education inuniversities. As part of this education, Integrated Development Envi-ronments (IDEs) are essential tools for coding. However, it is currentlyunknown how the design of an IDE’s interface impacts on students withAttention Deficit Hyperactivity Disorder (ADHD).In this study we investigated the use of IDEs by students with ADHD. Weconducted a think aloud study with nine university computing students,followed by qualitative observational interviews to analyse their learningand engagement with the Visual Studio Code IDE. The paper reportson these experiences and seeks to understand the role IDEs play in theeducational setting.Our work also examines how digital accessibility and usability are consid-ered in the current design of IDEs. We analysed the qualitative data usinga thematic analysis and identified three primary themes: self-confidence,interaction, and learning as well as various sub-themes.The themes and their sub-themes illustrate key areas of considerationwhen designing IDEs for students with ADHD. The primary findingshighlight experiences of frustration and barriers in the current designand layout of IDEs.Through our participatory approach we provide a rare insight into ADHDuser experiences around usability and accessibility, and describe the needfor better design of development environments to ensure a positive learn-ing experience for the students.
AB - Coding forms a key part of computer science education inuniversities. As part of this education, Integrated Development Envi-ronments (IDEs) are essential tools for coding. However, it is currentlyunknown how the design of an IDE’s interface impacts on students withAttention Deficit Hyperactivity Disorder (ADHD).In this study we investigated the use of IDEs by students with ADHD. Weconducted a think aloud study with nine university computing students,followed by qualitative observational interviews to analyse their learningand engagement with the Visual Studio Code IDE. The paper reportson these experiences and seeks to understand the role IDEs play in theeducational setting.Our work also examines how digital accessibility and usability are consid-ered in the current design of IDEs. We analysed the qualitative data usinga thematic analysis and identified three primary themes: self-confidence,interaction, and learning as well as various sub-themes.The themes and their sub-themes illustrate key areas of considerationwhen designing IDEs for students with ADHD. The primary findingshighlight experiences of frustration and barriers in the current designand layout of IDEs.Through our participatory approach we provide a rare insight into ADHDuser experiences around usability and accessibility, and describe the needfor better design of development environments to ensure a positive learn-ing experience for the students.
KW - ADHD
KW - Computer Science Education
KW - Digital Accessibility
KW - Usability
KW - Integrated Development Environment
M3 - Conference contribution/Paper
T3 - Lecture Notes in Computer Science
BT - Two Decades of TEL: from Lessons Learnt to Challenges Ahead
PB - Springer
Y2 - 15 September 2025 through 19 September 2025
ER -