Kobenova, A. (CM) – Inclusive Joyful Learning: Designing and Evaluating Playful Immersive Systems for Neurodivergent Youth

Neurodivergent children and young adults are frequently subjected to therapeutic and educational interventions anchored in “behavior deficits” inherited from the Medical Model of Disability. These paradigms prioritize normative performance, forcing disabled individuals into cognitive and emotional “masking” at the expense of their autonomy and well-being. Resisting these ableist connotations, this dissertation advances a philosophy of inclusive joyful learning, grounded in the Affirmative Model of Disability and Flourishing Human-Computer Interaction (HCI), which position play, self-directed exploration, and bodily agency as acts of resistance against coercive instructional design. This work introduces, implements, and evaluates the Joyful Extended Reality (XR) framework, a set of inclusive design principles centered on neurodiverse populations. Operating through Research through Design (RtD) and adapted Participatory Design (PD) approaches, the dissertation evaluates three immersive systems combining child-centered and expert evaluations. First, a room-scale motion-capture implementation of the “Joyful XR” framework investigates how spatial mixed reality supports cognitive engagement and motor imitation through physical-virtual object mapping, evaluated through a study with 21 autistic children from special education classrooms. Second, “The Road to Acceptance”, a narrative VR environment for emotional literacy and grief processing, was evaluated through expert workshops with 12 mental health professionals, including behavior analysts and bereavement support workers. Third, “Coastal Resilience”, an immersive game for environmental problem-solving and community safety, was evaluated with 12 caregivers, special education teachers, and psychosocial professionals.

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