Fall 2025
EDIT 891-1: Design Research Independent Study - AI Approaches to Learning Gaps
Dr. Dawn Hathaway
This independent study is the first in a series of design research cycles examining how instructional designers at George Mason University meet the needs of neurodivergent students, including those with ADHD and autism, in their instructional designs. This stems from an urgent need for more evidence-based and inclusive instructional practices that support cognitive diversity, alongside the emerging opportunities and challenges presented by artificial intelligence (AI) in this field.
IRB Packet
The purpose of this qualitative study is to examine how instructional designers at George Mason University meet the needs of neurodivergent students, including those with ADHD and autism, in their instructional designs. This stems from an urgent need for more evidence-based and inclusive instructional practices that support cognitive diversity, alongside the emerging opportunities and challenges presented by artificial intelligence (AI) in this field.
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STATUS:
Submitted: September 21, 2025
Returned for Clarification: September 29, 2025
Revision Submitted: October 02, 2025
Approved: October 08, 2025
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