For university students transitioning to an independent and flexible lifestyle, having ADHD poses multiple challenges to their academic task management, which are closely tied to their metacognitive struggles—difficulties in awareness and regulation of one’s own thinking processes. The recently surged Generative AI shows promise to mitigate these gaps with its advanced information understanding and generation capabilities. As an exploratory step, we conducted co-design sessions with 20 university students diagnosed with ADHD, followed by interviews with five experts specialized in ADHD intervention. Adopting a metacognitive lens, we examined participants’ ideas on GenAI-based task management support and experts’ assessments, which led to three design directions: providing cognitive scaffolding to enhance task and self-awareness, promoting reflective task execution for building metacognitive abilities, and facilitating emotional regulation to sustain task engagement. Drawing on these findings, we discuss opportunities for GenAI to support the metacognitive needs of neurodivergent populations, offering future directions for both research and practice.
ACM CHI Conference on Human Factors in Computing Systems