Designing Integrated Development Environments to Support Students with ADHD Luke Halpin School of Computing & Communications, Lancaster University, United Kingdom Abstract Accessibility in education is a consideration whose importance cannot be understated, especially in such important fields like computer science. While we are in a time where technology develops at a rapid pace and our programming education works to keep up with the pace of industry, we must ensure students with disabilities are not left behind. This paper will discuss how students with Attention Deficit Hyperactivity Disorder can benefit from better design of Integrated Development Environments and how by creating a more inclusive and usable digital ecosystem, students will be able to better engage in programming education and as a result the wider computer science curriculum with the absence of barriers in one of it’s major topics. The paper outlines a research through design approach to the work, involving think aloud and co-design as core components of identifying and understanding design considerations and discusses the work done so far. Keywords HCI, Integrated Development Environment, computer science education, ADHD, digital accessibility 1. Introduction to prove that by working with a fuller understanding and view, a positive difference can be made to the educational Accessibility is one of the core challenges for education to- experience of students with ADHD. To help develop this un- day. Students with disabilities face numerous barriers and derstanding, this research makes use of the extensive work challenges when taking part in learning [1], especially stu- of Barkley [14] around better understanding the condition, dents with Attention Deficit Hyperactivity Disorder (ADHD) in combination with planned studies as part of this research [2]. to better understand the in-situation impact of ADHD. While there are many aspects of education that might In this research we intend to address the barriers impact- be in need of more support for students with ADHD, this ing students and to demonstrate a realistic and appropriate work takes a focus on learning to program which forms a kind of support for students with ADHD when learning to key part of the computer science curriculum, specifically code. This PhD will show what tools and design approaches how accessibility of Integrated Development Environments can most benefit students with ADHD while following a (IDEs) impacts ability to engage with learning. Despite the research through design approach to create a prototype tool promise already shown by making better use of assistive alongside a cohesive and flexible framework of requirements technology in education for students with ADHD [3, 4, 5] that other user facing systems could follow and evaluating there is a lack of knowledge around how it should be used how IDEs can best support students. and designed, and who the support would be applicable for [6, 7, 8] with little work done around learning to code. This work intends to address this gap and better understand how 2. Key work assistive technology and principles of digital accessibility can be applied to IDE design for students with ADHD. Research has shown how a reduction of barriers can impact The literature demonstrates much variation in under- student motivation. Svensson et al. [15] find when barriers standing around ADHD. Current diagnostic criteria [9, 10] impacting students with disabilities are reduced, not only conform to stereotypes around ADHD, such as the condition does this improve their ability to engage with content, it primarily being an inability to focus and having bouts of hy- also has the effect of improving their overall motivation to peractivity [11]. The exclusive use of the diagnostic criteria engage with their learning. This is a particularly pertinent to define ADHD in some academic research [12] means that observation for supporting students with ADHD due to the the research may not possess a full understanding of ADHD. barrier they face of difficulty around self-motivation [14]. However, these criteria are not universally accepted; even as By understanding the impact IDEs have on ability to engage far back as 1997 the diagnostic criteria have been scrutinised with learning, it could help address these issues to allow and questioned [13]. Despite this, the current criteria still students with ADHD to more meaningfully engage. holds many of the descriptions that have been condemned Buidling on the work of Svensson et al. [15], recent work by researchers such as how to reliably detect symptoms in has also begun to look at the impact of IDE design on users. multiple settings and their failure to adequately associate The work of Kasatskii et al. [16] highlights how aspects of ADHD with issues of executive function [13, 14], which the user interface design can impact software developers could potentially lead to biased research without an alter- with ADHD. The work focuses on the efficiency of work- native reference for researchers to use. This unwillingness ers in industry but has interesting applications around how to change perceptions is a major motivator for this work; perceptual loads impact can have a varying effect on users with ADHD. The work also takes an interesting approach Proceedings of the Doctoral Consortium of the 19th European Conference of using an executive function scale as part of the methodol- on Technology Enhanced Learning, 16th September 2024, Krems an der ogy to help identify certain symptoms of ADHD. This work Donau, Austria establishes the impact of IDE interface design on the user, Envelope-Open l.halpin@lancaster.ac.uk (L. Halpin) though leaves room to explore details beyond just percep- GLOBE https://lukehalpin.co.uk (L. Halpin) tual load and also allows for work to examine the impact of Orcid 0009-0001-8878-2996 (L. Halpin) © 2024 Copyright © 2024 for this paper by its authors. Use permitted under Creative Commons design in an education setting rather than industry, a point License Attribution 4.0 International (CC BY 4.0). CEUR ceur-ws.org Workshop ISSN 1613-0073 Proceedings strengthened by work which highlights the benefit experi- the current design principles that are observed in the IDE enced by students with ADHD when receiving appropriate interface and comparing them with existing accessibility technology based support [4]. standards for other contexts and use cases. This will again Another important area of work is how we design digital draw on existing guidelines [22, 23] to help create a standard tools for people with ADHD as shown by Sonne et al. [17]. IDEs can be compared against. By examining the accessibil- In this work it is highlighted that little work has been done ity of IDE it allows the research to understand them from into creating meaningful design guidelines for people with a more generic standpoint in addition to the more specific ADHD. While this work makes a significant contribution context of ADHD. in laying a foundation for such guidance to be built on, it is 3. How can plugins facilitate individualised user heavily routed in the Diagnostic and statistical manual of experience for students with ADHD in IDEs? This mental diseases criteria for ADHD [10] and is also primarily question will explore the ways in which plugins currently approaching the issue from a medical model perspective facilitate an individual user experience when using an IDE [18]. The work is incredibly useful in how it highlights and also how a new plugin might be able to specifically the different areas of support and uses examples of tech- help users with ADHD when learning how to code. The nology that can be helpful and the aspects of their design reason it is important to consider the application of a plug which work for people with ADHD. The work primarily con- in approach is to allow for adaptability and for tools to be tributes an understanding of what tools are useful for people personalised for students with ADHD and their individual with ADHD with some focus on design considerations, but strengths and weaknesses. leaves a gap in regards to expanding on the work, including 4. How can IDE accessibility impact the engagement in the specific context of IDEs. The design considerations and learning activities of students with ADHD? This in this work also work well as they give consideration be- question will explore the impact IDEs have on the engage- yond the simple access consideration of accessibility which ment with learning of students. The intent is to answer is often not considered for users with ADHD [8]. this question by comparing the impact of different IDEs on One other area of current research is around the bene- student learning and how easy it is to engage with content fits of Universal Design for Learning (UDL) and how it can when learning to code. Examining engagement is important help students with disabilities overcome barriers that would due to coding being an important part of computing educa- otherwise drastically reduce their ability to participate in tion and by ensuring the topic does not become a barrier education. Cumming et al. [19] highlight the need to follow it can facilitate better engagement in the wider subject of the major principles of UDL developed by the Centre for Ap- computer science. plied Special Technology (CAST) including the major theme These sub questions will all help to answer the overall of providing multiple means of engagement in learning for primary question and give a holistic view on how creat- students to be able to best engage with content [20]. This is ing accessible user interfaces for people with ADHD can further emphasised by Weis et al. [7] and the understanding improve learning to programme with an understanding of that simply deploying standard accommodations to support each aspect of learning and design. students is often not enough and there needs to be dynamic and adaptable support in place that can be tailored to the individual. The reason for this is that support that is not 4. Research approach, methods and relevant or beneficial to an individual can actually become rationale an additional barrier rather than a means of overcoming the original barrier which may still be affecting the student The research can be divided into four primary phases; Un- [21]. An example of an accommodation that conforms with derstanding design issues, Gathering requirements, Proto- universal design would be text captions on videos or lecture type design, and evaluation. At each phase I will be using recordings, as it makes the base medium more accessible principles of constructive alignment, which is an approach without requiring an additional tool or process for someone focusing on “emphasising the alignment between the in- to access the content. tended learning outcomes (ILOs), TLAs [teaching and learn- ing activities] and assessment tasks (ATs)” [24]. Another key factor that I will consider is the incorporation of accessi- 3. Specific objectives, goals and bility from the start of the process, as shown by Dolan et al. questions [25] who demonstrates that trying to ensure accessibility as an afterthought often leads to a flawed implementation, and The aim of this research is to understand the impact IDE de- difficulties in making the most of the intended functionality. sign has on learning and propose new design considerations Throughout the project the research will keep the fol- to better support students with ADHD in their learning. My lowing principle in mind; How can IDEs be designed to be primary question is ”What impact does the design of inte- more accessible as standard? This principle is most relevant grated development environments have on students with in relation to research question 2 due to the importance of ADHD learning to code?” with the following sub-questions: ensuring that the tools we design are keeping more than just 1. In what ways does interface design impact usabil- ADHD in mind. This is because not only should user inter- ity for users with ADHD? This question will explore how faces be designed in a way that is accessible to all, regardless the current design of user interfaces in user facing software of intended audience, it is also important to consider the im- impacts users with ADHD. For this research the work will pact of co-morbidity. ADHD has a high rate of being present be focusing on IDEs though there will be lessons that could alongside other conditions that can impact someone’s acces- be applied to other contexts. This will compliment existing sibility needs [26]. This rate of co-morbidity means that any guidelines on accessibility and usability [22, 23]. support for ADHD must keep in mind the likelihood that 2. How well do IDEs conform to principles of digital there will be additional accessibility barriers to the student. accessibility and usability? This question will explore Therefore, it can be a pointless exercise in creating a tool that can support aspects of ADHD but becomes detrimental The prototype would be able to provide various function- to other impacting factors. The question of overall acces- ality as needed by the individual student, due to the variety sibility would be best addressed again using principles of of ways ADHD can impact on an individual and their learn- universal design [20] to ensure that the prototype would ing [28]. This would be best achieved through a modular be accessible regardless of additional conditions. The high design to allow customisation to the needs of the individual rates of co-morbidity in ADHD also makes it an excellent user based on required functionality and individual prefer- case study for designing accessible tools due to the need to ences. The accessibility of the tool would be universal in often accommodate multiple types of needs. some respects due to following the principles of Universal Design [29] to ensure that the needs of all users would be 4.1. Understanding current user experience met, including aspects such as compatibility with screen readers, or even the implementation of an optional native The first phase of my research is to conduct a think aloud screen reader functionality. study with computing students with ADHD to help give The prototype phase will also include creating a detailed insight into the user experience of students with ADHD breakdown of what functionality and design considerations learning to code in IDEs with VS Code serving as a case had been included, which could serve as a guide on what study. The study will be conducted in order to discover practices should be followed and considered when creating what challenges and advantages students with ADHD ex- similar assistive technology. perience when using these applications, and how they feel The prototype should be able to function as a normal ADHD impacts this experience. The study will also gain an IDE tool for programming in a learning environment with understanding of the students experience more generally additional features and adaptations to make the tool more outside of the study. These results will give a more infor- accessible to a student with ADHD. The exact features will mative view of what challenges need to be addressed. This be determined by the data gathered in the studies as part of initial phase relates to the first research question around the research. This will differ from existing plug-ins due to developing an informed understanding of the current user being designed to specifically support ADHD and the proto- experience which will underpin the research going forward. types intention should be to simulate an altered interface to demonstrate concepts identified in the research rather than 4.2. Gathering requirements a stand-alone tool. The second phase will involve co-design sessions with students with ADHD to get input from them on design, 4.4. Evaluation while also being an opportunity to understand approaches Once a prototype and detailed description of design and to the barriers they face from their own perspective. The functionality considerations have been created, an evalua- co-design session will be beneficial as it will add to the tive study involving teaching novices to code will be knowledge gained from the previous stage to create a user conducted. Such a study will additionally include consulting informed perspective on the needs and possible solutions academics who research ADHD and Technology Enhanced and finding the overlap rather than making the mistake of Learning, and educational professionals who work with being dependent on a single view. The co-design will also students with ADHD to get feedback on the design and give insight into how personal preference impacts accessible functionality of the prototype. The rest of the study will design for people with ADHD and allows the research to ex- consist of running a small module style coding class over plore both the aspects of variety and commonality amongst a number of weeks with novices. The study will consist of these perspectives. The inspiration for this approach can be some participants using the prototype while others use a found in works such as Rubegni et al. [27] which highlights standard IDE and documenting the impact that is had on the the benefits that can be gained from involving the users in learning in the course. These objectives will tie primarily both design and feedback on such systems. This phase is to 4th research question to help demonstrate the impact driven by the first and third research questions by using that the different IDEs can have on learning while also con- the co-design session to help understand how tools could tributing to the primary research question behind this PhD be supportive from the perspective of students with ADHD research. and their accessibility needs that come from the condition. These studies will then lead to allowing the information 4.5. Ethical considerations gathered to be collated into a well-informed understanding of the needs of students with ADHD and what support is With this work it is important to consider the care that must currently in place, in addition to an understanding of what be taken when working with students with disabilities, espe- does and doesn’t work, and why. cially when researchers also have potential teaching respon- sibilities for those students. To manage these considerations, 4.3. Prototype design the research ensures students at no point experience pres- sure to take part in the research if they do not want to, and The information gained from the more explorative stages are assured that participation will be confidential and have of my research will then be used to develop a prototype no impact on their academic outcomes. As this research IDE plugin. The previous phases will inform what features also accepts self-diagnosis, meaning students may disclose this prototype will deploy aswell as how the user interface information to researchers which may not be available to should be designed for a user with ADHD. The design phase the department, extra confidentiality is applied to ensure will be driven by the second and third research question in student privacy. At all points the research works on the un- terms of implementing the functionality that will support derstanding of the individuals experience and perspectives students while also ensuring the design is accessible to the and avoids making assumptions at any point. intended user. 5. Results and contributions to date like to thank all the friends and family who support me on my PhD journey. I am currently conducting the analysis on the results of the think aloud study which involves a thematic analysis utilis- ing open and axial coding of the transcripts from the study References and short interviews. I have also conducted interviews with teaching professionals around their experiences of support- [1] F. M. Cox, A. D. Marshall, Educational engagement, ex- ing students with ADHD. The data from these studies will pectation and attainment of children with disabilities: inform my first major publication which I will be submitting Evidence from the scottish longitudinal study, British to an appropriate conference. The data so far is promising Educational Research Journal 46 (2020) 222 – 246. URL: for the topic highlighting a need for better design practices https://www.scopus.com/inward/record.uri?eid=2-s2. in IDEs and indicating that students with ADHD require 0-85072183273&doi=10.1002%2fberj.3576&partnerID= more support than they currently receive, including needing 40&md5=d928938d62828294637c54181724882f. more appropriate adaptations to the learning environment doi:10.1002/berj.3576 , 3. [2] F. May, T. Ford, A. Janssens, T. Newlove-Delgado, A. Emma Russell, J. Salim, O. C. Ukoumunne, 6. Expected next steps R. Hayes, Attainment, attendance, and school diffi- culties in uk primary schoolchildren with probable After the conclusion of the think aloud study, the next ma- adhd, British Journal of Educational Psychology jor objective will be organising the logistics and ethics ap- 91 (2021) 442 – 462. URL: https://www.scopus.com/ proval for running a co-design workshop. The workshop inward/record.uri?eid=2-s2.0-85088791110&doi= will gather informed user requirements and preferences 10.1111%2fbjep.12375&partnerID=40&md5= from students with ADHD. a2e7b517c17223093a95e21f2911c950. doi:10.1111/ Once the co-design workshop has taken place and results bjep.12375 , 4. have been written up, I will be submitting to the Interna- [3] M. A. Mosher, A. C. Carreon, B. J. Sullivan, A tional ACM SIGACCESS Conference on Computers and step-by-step process for selecting technology tools for Accessibility (ASSETS) as an appropriate venue for the re- students with adhd, Journal of Special Education Tech- sults of the work. ASSETS would be the most appropriate nology 37 (2022) 310 – 317. URL: https://www.scopus. community to provide knowledge on the findings and con- com/inward/record.uri?eid=2-s2.0-85097423261&doi= siderations before consolidating the results of the first two 10.1177%2f0162643420978570&partnerID= stages in the prototype and evaluation stage. 40&md5=66a16ac8850629027a1fd35ce3a6b858. doi:10.1177/0162643420978570 , 5. [4] H. V. Andersen, R. H. S. Jensen, Assistive learn- 7. Dissertation status and long term ing technologies for learners with adhd and asd: goals A review 2006-2016, Læring Og Medier (lom) 11 (2018). URL: https://vbn.aau.dk/en/publications/ I have begun work on my thesis, primarily around the struc- assistive-learning-technologies-for-learners-with-adhd-and-asd-a-. ture and topics to cover while also beginning work on back- [5] R. Beaton, R. Merkel, J. Prathipati, A. Weckstein, S. Mc- ground and literature sections. The long term goals of this Crickard, Tracking mental engagement: A tool for research will be to find ways to make education as a whole young people with add and adhd, in: Proceedings of more accessible to students with disabilities, and help con- the 16th International ACM SIGACCESS Conference tribute towards a solution for the equality vs equity problem on Computers amp; Accessibility, ASSETS ’14, Associ- that is often encountered in education [21]. The equality vs ation for Computing Machinery, New York, NY, USA, equity problem is the difficulty of trying to balance giving 2014, p. 279–280. URL: https://doi.org/10.1145/2661334. everyone equal access to the resources to succeed, while 2661399. doi:10.1145/2661334.2661399 . also ensuring those who are disadvantaged have adequate [6] D. Ryder, B. Norwich, Uk higher education lec- support to counteract such disadvantage. turers’ perspectives of dyslexia, dyslexic students The next steps after this project would be around refining and related disability provision, Journal of Re- and improving the tool and testing it in more varied settings search in Special Educational Needs 19 (2019) to help validate findings and possibly developing a more 161–172. URL: https://nasenjournals.onlinelibrary. standalone IDE for use in education. This could even lead wiley.com/doi/abs/10.1111/1471-3802.12438. to testing the tool in education outside of university level. doi:https://doi.org/10.1111/1471- 3802.12438 . My personal long-term goal would be to continue re- arXiv:https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/ searching ADHD and the benefits the condition can expe- 3802.12438 , 6. rience through technology and expand into other areas of [7] R. Weis, E. L. Dean, K. J. Osborne, Accommoda- digital accessibility. I have the intention of expanding access tion decision making for postsecondary students with to other areas of life that might currently hold barriers to learning disabilities: Individually tailored or one size people with disabilities, especially those with variations of fits all?, Journal of learning disabilities 49 (2016) neurodivergence. 484–498. URL: https://journals.sagepub.com/doi/10. 1177/0022219414559648, 7. [8] B. Desrochers, E. Tuson, J. Magee, Evaluation of why 8. Acknowledgements individuals with adhd struggle to find effective dig- I would like to thank Dr Philip Benachour, Dr Emily Winter, ital time management tools, in: Proceedings of the Dr Ann-Marie Houghton and Professor Tracy Hall for all 21st International ACM SIGACCESS Conference on their help as my supervisors on this project. I would also Computers and Accessibility, ASSETS ’19, Associa- tion for Computing Machinery, New York, NY, USA, article/10.1007/s13384-021-00471-7. 2019, p. 603–605. URL: https://doi.org/10.1145/3308561. [20] C. for Applied Special Technology, Universal design 3354622. doi:10.1145/3308561.3354622 , 8. for learning guidelines version 2.2, 2018. URL: http: [9] World Health Organisation, 6a05 attention //udlguidelines.cast.org. deficit hyperactivity disorder. in international [21] M. Banerjee, N. Gregg, Redefining Accessibility on statistical classification of diseases and re- High-Stakes Tests for Postsecondary College Students lated health problems (11th ed.), 2019. URL: with Learning Disabilities in an Era of Technology, https://icd.who.int/browse11/l-m/en#/http%3A%2F% Learning Disabilities: A Multidisciplinary Journal 2Fid.who.int%2Ficd%2Fentity%2F821852937, 11. 15 (2009) 10. URL: https://js.sagamorepub.com/ldmj/ [10] A. P. Association, Diagnostic and statistical manual of article/view/5388, 19. mental disorders : Dsm-5-tr., 2022 - 2022. [22] J. O’Connor, M. Cooper, A. Campbell, A. Kirk- [11] A. Macphee, The disruptive boy stereotype – patrick, Web Content Accessibility Guidelines theGIST, 2023. URL: https://the-gist.org/2021/10/ (WCAG) 2.1, W3C Recommendation, W3C, 2023. the-disruptive-boy-stereotype/, 12. Https://www.w3.org/TR/2023/REC-WCAG21- [12] F. L. Cibrian, K. D. Lakes, A. Tavakoulnia, K. Guzman, 20230921/. S. Schuck, G. R. Hayes, Supporting self-regulation [23] J. Nielsen, Usability heuristics for user interface de- of children with adhd using wearables: Tensions and sign, 2024. URL: https://www.nngroup.com/articles/ design challenges, in: Proceedings of the 2020 CHI ten-usability-heuristics/. Conference on Human Factors in Computing Systems, [24] X. Wang, Y. Su, S. Cheung, E. Wong, T. Kwong, An CHI ’20, Association for Computing Machinery, New exploration of biggs’ constructive alignment in course York, NY, USA, 2020, p. 1–13. URL: https://doi-org. design and its impact on students’ learning approaches, ezproxy.lancs.ac.uk/10.1145/3313831.3376837. doi:10. Assessment & Evaluation in Higher Education 38 1145/3313831.3376837 . (2013) 477–491. URL: https://doi.org/10.1080/02602938. [13] R. A. Barkley, Attention-deficit/hyperactivity 2012.658018. doi:10.1080/02602938.2012.658018 . disorder, self-regulation, and time: Toward a more arXiv:https://doi.org/10.1080/02602938.2012.658018 , comprehensive theory, Journal of Developmental 9. and Behavioral Pediatrics 18 (1997) 271 – 279. [25] R. P. Dolan, T. E. Hall, Universal design for URL: https://www.scopus.com/inward/record. learning: Implications for large-scale assessment, uri?eid=2-s2.0-0031203017&partnerID=40&md5= IDA perspectives 27 (2001) 22–25. URL: https: daa60d6e186f402d8f7cbabe26e0c4fe, 13. //autismtools.weebly.com/uploads/1/4/4/8/14481562/ [14] R. A. Barkley, Attention-deficit hyperactivity disorder udl_implications_for_large-scale_assessment.pdf, 10. : a handbook for diagnosis and treatment, fourth edi- [26] M. A. Katzman, T. S. Bilkey, P. R. Chokka, A. Fallu, tion.; paperback edition. ed., The Guilford Press, New L. J. Klassen, Adult ADHD and comorbid disor- York, 2018. ders: clinical implications of a dimensional approach, [15] I. Svensson, T. Nordström, E. Lindeblad, S. Gustafson, BMC Psychiatry 17 (2017) 302. URL: https://www. M. Björn, C. Sand, G. Almgren/Bäck, S. Nilsson, Ef- ncbi.nlm.nih.gov/pmc/articles/PMC5567978/. doi:10. fects of assistive technology for students with read- 1186/s12888- 017- 1463- 3 , 16. ing and writing disabilities, Disability and Reha- [27] E. Rubegni, M. Landoni, L. Malinverni, L. Jaccheri, bilitation: Assistive Technology 16 (2021) 196–208. Raising awareness of stereotyping through collabo- URL: https://www-tandfonline-com.ezproxy.lancs.ac. rative digital storytelling: Design for change with uk/doi/full/10.1080/17483107.2019.1646821. and for children, International Journal of Human- [16] V. Kasatskii, A. Sergeyuk, A. Serova, S. Titov, Computer Studies 157 (2022). doi:10.1016/j.ijhcs. T. Bryksin, The effect of perceptual load on per- 2021.102727 , 17. formance within ide in people with adhd symptoms, [28] H. Patel, The Impact of ADHD on Learning, in: International Conference on Human-Computer 2018. URL: https://www.news-medical.net/health/ Interaction, Springer, 2023, pp. 122–141. URL: https: The-Impact-of-ADHD-on-Learning.aspx, 14. //arxiv.org/abs/2302.06376#. [29] E. C. Ayala, B. Christie, Universal Design for Learning [17] T. Sonne, P. Marshall, C. Obel, P. H. Thomsen, K. Grøn- : A Proactive Pedagogical Approach, 2011. URL: https: bæk, An assistive technology design framework //doi.org/10.14943/J.HighEdu.18.121. doi:10.14943/J. for adhd, in: Proceedings of the 28th Australian HighEdu.18.121 , 15. Conference on Computer-Human Interaction, OzCHI ’16, Association for Computing Machinery, New York, NY, USA, 2016, p. 60–70. URL: https://doi-org. ezproxy.lancs.ac.uk/10.1145/3010915.3010925. doi:10. 1145/3010915.3010925 . [18] J. A. Haegele, S. Hodge, Disability discourse: Overview and critiques of the medical and so- cial models, Quest 68 (2016) 193–206. URL: https://www-tandfonline-com.ezproxy.lancs.ac.uk/ doi/full/10.1080/00336297.2016.1143849. [19] T. M. Cumming, M. C. Rose, Exploring universal de- sign for learning as an accessibility tool in higher ed- ucation: A review of the current literature, The Aus- tralian Educational Researcher 49 (2022) 1025–1043. URL: https://link-springer-com.ezproxy.lancs.ac.uk/