Developing a UXR Point of View for Cognitive Accessibility in Mobile Learning with Generative AI

Researchers developed a UX research framework combining the Point-of-View pyramid methodology with Large Language Model analysis to improve mobile learning requirements for users with cognitive disabilities. The study identifies that usability challenges often stem from ambiguous requirements rather than interface design flaws, proposing a Cognitive Accessibility UXR Playbook to embed accessibility principles into measurable, technically traceable specifications.

This research addresses a critical gap in digital accessibility by applying structured UX research methodology to cognitive disability support in mobile learning. The study moves beyond surface-level interface improvements to examine how poorly specified requirements cascade into accessibility failures, which has direct implications for EdTech developers and accessibility compliance across the sector. The integration of LLM-supported analysis represents a practical approach to scaling accessibility research, as AI can assist with theme clustering and requirement refinement while maintaining human oversight—a model other industries may adopt for accessibility work. The Cognitive Accessibility UXR Play Cards and accompanying playbook provide actionable tools that bridge the communication gap between researchers, developers, and stakeholders with different expertise. For EdTech companies and accessibility advocates, this framework offers a systematic pathway to embed cognitive accessibility from the requirements phase rather than attempting retroactive fixes. The DeLone and McLean validation against established information systems success metrics grounds the approach in proven evaluation frameworks. Looking forward, organizations implementing this methodology could reduce development cycles for accessible features while improving user outcomes. The research also demonstrates how generative AI can enhance—rather than replace—human-centered research when properly supervised, establishing a template for accessibility-focused AI applications in education technology.

• →Ambiguous requirements, not interface design alone, drive most usability failures in mobile learning for cognitively disabled users.
• →The Cognitive Accessibility UXR Playbook provides a structured framework combining psychological, behavioral, and design principles with measurable requirements.
• →LLM-supported analysis can accelerate accessibility research when paired with human oversight for theme clustering and hypothesis refinement.
• →Validating accessibility requirements against the DeLone and McLean model ensures alignment with established information systems success metrics.
• →Embedding accessibility principles at the requirements stage prevents costly remediation efforts in later development phases.