Video-based learning (VBL) has become a dominant method for learning practical skills, yet accessibility guidelines provide limited guidance for users with cognitive differences. In particular, challenges that individuals with Borderline Intellectual Functioning (BIF) encounter in video-based learning remain largely underexplored, despite VBL’s potential to support their learning through features like self-paced viewing and visual demonstration. To address this gap, we conducted a series of studies with BIF individuals and caretakers to comprehensively understand their VBL challenges. Our analysis revealed challenges stemming from misalignment between user cognitive characteristics and video elements (e.g., overwhelmed by pacing and density, difficulty inferring omitted content), and experiential factors intensifying challenges (e.g., low self-efficacy). While participants employed coping strategies such as repetitive viewing to address these challenges, these strategies could not overcome fundamental gaps with video. We further discuss the design implications on both content and UI-level features for BIF and broader groups with cognitive diversities.

Journaling has long been recognized for fostering emotional awareness and self-reflection, and recent advancements in generative AI offer new opportunities to create personalized music that can enhance these practices.In this study, we explore how AI-generated music can augment the journaling experience.Through a formative study, we examined journal writers' writing patterns, purposes, emotional regulation strategies, and the design requirements for the system that augments journaling experience by journal-based AI-generated music.Based on these insights, we developed NoRe, a system that transforms journal entries into personalized music using generative AI.In a seven-day in-the-wild study (N=15), we investigated user engagement and perceived emotional effectiveness through system logs, surveys, and interviews.Our findings suggest that journal-based music generation could support emotional reflection and provide vivid reminiscence of daily experiences.Drawing from these findings, we discuss design implications for tailoring music to journal writers' emotional states and preferences.

Students with disabilities (SWDs) often struggle with note-taking during lectures. Therefore, many higher education institutions have implemented peer note-taking programs (PNTPs), where peer note-takers (PNTs) assist SWDs in taking lecture notes. To better understand the experiences of SWDs and PNTs, we conducted semi-structured interviews with eight SWDs and eight PNTs. We found that the interaction between SWDs and PNTs was predominantly unidirectional, highlighting specific needs and challenges. In response, we developed EmoBridge, a collaborative note-taking platform that facilitates real-time collaboration and communication between PNT-SWD pairs using emojis. We evaluated EmoBridge through an in-the-wild study with seven PNT-SWD pairs. The results showed improved class participation for SWDs and a reduced sense of sole responsibility for PNTs. Based on these insights, we discuss design implications for collaborative note-taking systems aimed at enhancing PNTPs and fostering more effective and inclusive educational experiences for SWDs.