Portfolio TWO
Fall 2025
EDIT 891: 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.
Course Proposal
This initial cycle will conduct an exploratory needs analysis using qualitative research methods to document four key areas regarding how instructional designers consider and support neurodivergent learners:
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The knowledge, best practices, and regulatory guidelines they follow
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Their process for design decisions
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The limitations or constraints they encounter
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The vision for the future inclusion of AI to address design gaps
The results from this cycle are expected to guide the development and testing of future AI-driven scaffolds and frameworks for neurodiverse-inclusive design in later cycles.
Application is no longer available.
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.
STATUS:
Submitted: September 21, 2025
Returned for Clarification: September 29, 2025
Revision Submitted: October 02, 2025
Approved: October 08, 2025
Application is no longer available.
DECISION CORRESPONDENCE
GMU Forms
Support Documentation