DiverseClaire: Simulating Students to Improve Introductory Programming Course Materials for All CS1 Learners
Wendy Wong, Yuchao Jiang, Yuekang Li
TL;DR
Diversity in cognitive processing among CS1 learners motivates a move to Universal Design for Learning (UDL). The authors introduce DiverseClaire, an LLM-based framework that simulates neurodiverse student personas to evaluate UDL-transformed lecture slides versus traditional formats using Bloom’s taxonomy and WCAG 2.2 guidelines within randomized controlled trials. Key findings show differential benefits: dyslexia, ADHD, and neurotypical learners gain from UDL, while ASD learners do not, underscoring the need for multiple formats. The work proposes data-driven, accessible CS1 materials and provides a pilot dataset for informing future curricular design and accessibility tooling.
Abstract
Although CS programs are booming, introductory courses like CS1 still adopt a one-size-fits-all formats that can exacerbate cognitive load and discourage learners with autism, ADHD, dyslexia and other neurological conditions. These call for compassionate pedagogies and Universal Design For Learning (UDL) to create learning environments and materials where cognitive diversity is welcomed. To address this, we introduce DiverseClaire a pilot study, which simulates students including neurodiverse profiles using LLMs and diverse personas. By leveraging Bloom's Taxonomy and UDL, DiverseClaire compared UDL-transformed lecture slides with traditional formats. To evaluate DiverseClaire controlled experiments, we used the evaluation metric the average score. The findings revealed that the simulated neurodiverse students struggled with learning due to lecture slides that were in inaccessible formats. These results highlight the need to provide course materials in multiple formats for diverse learner preferences. Data from our pilot study will be made available to assist future CS1 instructors.