2026 ASEE Annual Conference & Exposition

This research methods paper describes the application of stimulated recall (SR) interviewing to examine how engineering undergraduates with Attention-Deficit/Hyperactivity Disorder (ADHD) interact with generative artificial intelligence (GenAI) during course-related learning. Although GenAI is widely used in higher education, less is known about how engineering students, particularly those with ADHD, engage with GenAI in authentic coursework contexts, limiting evidence-based guidance and instructional support. Across two academic semesters at a research-intensive university, this study uses SR interviewing to elicit participants’ lived experiences of GenAI use without interrupting ongoing coursework. SR interviews draw on participant-provided stimuli (e.g., student-GenAI dialogue logs and structured post-activity reflections) to reconstruct learning experiences proximal to specific learning activities. Recognizing ADHD-related variability in executive functioning (e.g., attention regulation), data-collection procedures were designed to reduce cognitive load and participation barriers while maintaining authentic coursework contexts. The paper explains the rationale for SR interviewing and outlines the study workflow, including the intake survey, initial interviews, and SR interviews. By sharing methodological insights (e.g., strengths and challenges) on implementing this approach, this paper offers methodological guidance for researchers examining learning processes involving GenAI, particularly among students with ADHD.