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Accessible Design in Integrated Development Environments: A Think Aloud Study Exploring the Experiences of Students with ADHD

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paperpeer-review

Forthcoming

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Accessible Design in Integrated Development Environments: A Think Aloud Study Exploring the Experiences of Students with ADHD. / Halpin, Luke; Benachour, Phillip; Hall, Tracy et al.
Two Decades of TEL: from Lessons Learnt to Challenges Ahead. Springer, 2025. (Lecture Notes in Computer Science).

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paperpeer-review

Harvard

Halpin, L, Benachour, P, Hall, T, Houghton, A-M & Winter, E 2025, Accessible Design in Integrated Development Environments: A Think Aloud Study Exploring the Experiences of Students with ADHD. in Two Decades of TEL: from Lessons Learnt to Challenges Ahead. Lecture Notes in Computer Science, Springer, Two Decades of TEL: from Lessons Learnt to Challenges Ahead Newcastle and Durham, UK, 15-19 September 2025, Proceedings, Newcastle and Durham, United Kingdom, 15/09/25.

APA

Vancouver

Halpin L, Benachour P, Hall T, Houghton AM, Winter E. Accessible Design in Integrated Development Environments: A Think Aloud Study Exploring the Experiences of Students with ADHD. In Two Decades of TEL: from Lessons Learnt to Challenges Ahead. Springer. 2025. (Lecture Notes in Computer Science).

Author

Halpin, Luke ; Benachour, Phillip ; Hall, Tracy et al. / Accessible Design in Integrated Development Environments : A Think Aloud Study Exploring the Experiences of Students with ADHD. Two Decades of TEL: from Lessons Learnt to Challenges Ahead. Springer, 2025. (Lecture Notes in Computer Science).

Bibtex

@inproceedings{8a9ff130576d40d2a1d361f59409449a,
title = "Accessible Design in Integrated Development Environments: A Think Aloud Study Exploring the Experiences of Students with ADHD",
abstract = "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{\textquoteright}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.",
keywords = "ADHD, Computer Science Education, Digital Accessibility, Usability, Integrated Development Environment",
author = "Luke Halpin and Phillip Benachour and Tracy Hall and Ann-Marie Houghton and Emily Winter",
year = "2025",
month = jun,
day = "12",
language = "English",
series = "Lecture Notes in Computer Science",
publisher = "Springer",
booktitle = "Two Decades of TEL: from Lessons Learnt to Challenges Ahead",
note = "Two Decades of TEL: from Lessons Learnt to Challenges Ahead Newcastle and Durham, UK, 15-19 September 2025, Proceedings, ECTEL 2025 ; Conference date: 15-09-2025 Through 19-09-2025",
url = "https://ea-tel.eu/ectel2025",

}

RIS

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 -