Preliminary Analysis of Empathy-Driven Design and Inclusive Cybersecurity Education: The Initial Phase of the uSucceed Project's Virtual Reality Curriculum for Neurodiverse Adults in STEM
Abstract
The uSucceed project seeks to mitigate employment disparities among neurodiverse adults in the U.S., especially in the STEM fields. Utilizing Virtual Reality (VR), the project delivers a specialized curriculum in computational technology and advanced computer engineering. This paper delves into the project's initial phase, employing a Design-Based Research (DBR) approach framed within the Learner Experience Design paradigm. Methods include empathy interviews, empathy mapping, and persona development to inform design principles. Preliminary findings, drawn from qualitative analysis of empathy maps and personas, have led to key design
considerations in user experience, pedagogy, and technology. These considerations serve as a framework for the development of inclusive VR games in cybersecurity education. As the project evolves, it is moving towards the implementation and evaluation stages, with an AI-driven pedagogical agent under development to offer real-time, adaptive learning support.
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