Motivation of people with intellectual disabilities in technology design activities: the role of autonomy, competence, and relatedness

Figures & data

Table 1. Overview of design activities in the action design research project.

	Timeframe	Session (s) Duration	Focus of design activity	Techniques and involved prototypes
Group 1	Week 1	Session 1 2 hours	Introducing the aim of the project and testing the first paper prototype. Feedback on mapping information such as schools, favourite subjects, previous internships, work tasks and characteristics.	Paper prototype test (individual) Interviews, collaborative warm-up.
	Week 12	Session 2 1.5 hours	Feedback on the first prototype and insights on possible ways to visualise grading of skills and abilities, and interest mapping.	Paper prototype test (individual), digital prototype test (individual on a computer), card sorting techniques, group discussions.
	Week 19	Session 3 1.5 hours	Focusing on design elements and feedback on the use of icons and wording. Insight on ways to map adjustments needed in work settings.	Digital prototype test (individual on a smartphone), group discussions.
	Week 20	Session 4 1.5 hours	Feedback on design elements, and insight on user login and ways to map interests.	Digital prototype test (individual on a smartphone), group discussions.
	Week 23	Session 5 1.5 hours	Feedback on gamification elements and insight on motivation in games.	Testing of three different games, group discussion.
	Week 36	Session 6 1.5 hours	Following up session 5 and to gain insights on progress and rewards in games. Feedback on login and mapping (interests, skills and abilities) features.	Group discussions, digital prototype test (individual on a smartphone).
	Week 52	Session 7 2 hours	Usability test of the self-reflective tool in lab. Test of features including log in, mapping skills and abilities, interests, adjustments needed in work settings and an overview of registered information	Usability test of the latest version of the prototype (video recorded), interviews, SUS.
Group 2	Week 22	Session 1 1.5 hours	Introducing the aim of the project and giving feedback on design elements and the use of icons. Feedback on gamification elements, games and insight on motivation in games.	Testing of three different games, group discussion, card-sorting techniques.
	Week 23	Session 2 1.5 hours	Insight on ways to map and categorise interests.	Group discussions, digital prototype test (individual on a computer), card sorting techniques.
	Week36	Session 3 1 hour	Insight on progress and rewards in games. (This session was digital du to restrictions connected to the Covid-19 pandemic)	Group discussions on Zoom, adding information to digital whiteboard.

Figure 1. Left: Paper prototype used in design activities on mapping user details (session 1 and 3). Centre: Paper prototype sketch on visualising progress (‘road’) in the artifact (session 1 and 3). Right: Test of games in gamification workshop (session 5).

Figure 2. Left: Version of mapping skills and abilities (Smiley faces combined with colours to grade personal skills and abilities). Centre: Version of mapping abilities and preferences (User chooses what he/she dislikes or prefers, the bar below visualises task progress). Left: Version of mapping interest (User chooses which interests he/she has).

Table 2. Overview of participants in the first participant group.

Name	Age	Gender	Number of design activities	Number of interviews	Relevant characteristics	Technology experience
Eric	18–22	Male	6 (1-4 and 6-7)	5 interviews	Can write and read. Prefers drawing and being creative.	Has a smartphone and computer. Plays computer games.
Hege	18–22	Female	7 (1-7)	6 interviews	Can write. Has trouble reading.	Has a smartphone and computer. Plays games on a console and used YouTube regularly.
Beate	18–22	Female	7 (1-7)	6 interviews	Can read and write. Well spoken.	Has a smartphone and computer. Active on social media.

Table 3. Overview of participants in the second participant group.

Name	Age	Gender	Number of design activities	Number of interviews	Relevant characteristics	Technology experience
Andreas	16–20	Male	3 (1-3)	2 interviews	Can read and write. Likes drawing.	Has a smartphone and computer. Plays games on the computer and uses YouTube.
Tom	16–20	Male	3 (1-3)	2 interviews	Can read and write. Does not like drawing.	Has a smartphone and computer. Plays games on a console and uses YouTube regularly.
Marit	16–20	Female	3 (1-3)	2 interviews *	Can read and write.	Has a smartphone and computer. Active on social media and uses YouTube regularly.
Andrine	16–20	Female	3 (1-3)	2 interviews *	Can read and write.	Has a smartphone and computer. Active on social media. Did not play games.

Note: *Did not wish to be recorded.

Table 4. Overview of support staff.

Support staff	Role	Number of reflective notes	Participated in activities
Tor	Designer	4	Group 1, activity 1–4 & 6-7. Group 2, activity 3
Mina ¤	Teacher	5	Group 1, activity 1–7
Martin ¤	Teacher	3	Group 2, activity 1–3
Ole	Facilitator	2	Group 2, activity 1 & 2
Joakim	University student*	2	Group 1, activity 5. Group 2, activity 1
Jaran	University student*	1	Group 1, activity 5. Group 2, activity 1
Per	University student*	1	Group 2, activity 1
Marius	University student*	1	Group 2, activity 1

Note. *Role of a university student focusing on gamification ¤ The school teachers of the participants in The first and Second participant groups.

Table 5. Examples of a thematic analysis.

Data Extract	Coded for	Main theme	Category
‘In the beginning I did not know what to do, […] But after a while I learned how to navigate (using the app). I now know how to go back to the overview and backwards to see what I answered’.	Learning new skills, knowledge of technology.	Enhancing skills and knowledge.	Competence
‘By participating and being part of this, I can contribute with my ideas help create the app. And it may then help others like me who may need assistance in getting work. […] Instead of just sitting at home’.	Contribute to important technology, help others (Meaningful participation).	Sense of meaningfulness.	Relatedness