Designing a digital word-learning intervention with neurodiverse children: Experiences and ideas from children with developmental language disorder

2026-07-31

AI Summary

Developmental Language Disorder (DLD) affects approximately 7% of children, leading to significant difficulties in vocabulary acquisition and associated social and academic challenges, yet this population has been largely overlooked in participatory design research. This study pioneers the application of a tailored co-design approach with children with DLD, engaging them in the design of digital vocabulary interventions through low-cognitive-load activities such as storytelling characters and video games. Drawing on data from drawings, sentence-level feedback, field notes, and emotion scales, reflexive thematic analysis revealed key design preferences and needs. Findings indicate a strong preference for familiar characters and gamified elements, and underscore the necessity of integrating progress indicators, multimodal presentation, and real-world adult support into intervention frameworks. The study demonstrates the feasibility and effectiveness of customized co-design methodologies for children with DLD.

Abstract

Introduction - Developmental language disorder (DLD) is a neurodevelopmental condition often characterised by word-learning difficulties that can lead to significant social and academic challenges. The disorder shares some features with other neurodevelopmental conditions such as autism spectrum disorder (ASD). Despite affecting 7 percent of children, the condition has received little coverage in participatory design research. This paper addresses this by reporting on the emotional responses and design outputs of children with DLD following participatory sessions to inform a word-learning intervention. Method - Principles from learner-centred, cooperative, and accessible co-design approaches were integrated to tailor activities for four children with DLD. Design sessions were refined through ongoing monitoring of the children's experiences. The data that informed the findings included design artefacts such as children's drawings, structured feedback obtained using sentence-starter prompts, and researcher field notes. Reflexive thematic analysis was applied to the data, complemented by findings from an emotion scale completed before and after sessions. Results - Children responded positively to design activities that incorporated familiar story characters and videogames, and that allowed a direct contribution of design ideas. Activities with higher cognitive demand led to reduced interactions. Key design requirements for the word-learning intervention included multimodal, personalised learning opportunities and the use of progress markers. Aligning digital and real-world learning, such as providing in-person adult support, was also important. Conclusions - Through careful planning and refinement, a bespoke participatory design approach proved meaningful and rewarding for children with DLD, whilst also yielding valuable insights for the development of the intervention.

Problem

• developmental language disorder
• word-learning intervention
• neurodiverse children
• participatory design
• digital learning

Innovation

• participatory design
• developmental language disorder
• neurodiverse children
• word-learning intervention
• accessible co-design