Research

Development as a Researcher.

Throughout my time in the Information Science & Learning Technologies Ph.D. program, my research interests and capabilities have developed substantially. I entered this program knowing that assisting underrepresented populations in technology-driven learning environments was a passion of mine, but a refinement of that interest was needed. While I am still passionate about the needs of all underrepresented populations, my research now focuses on neurodivergent populations. Specifically, I am interested in the cognitive differences associated neurodivergency, how modern technological environments present both unique challenges and affordances in light of these differences, and how the intersection of these two impacts psychological constructs such as motivation and self-efficacy. This focus is much more specific and actionable than the broad interests I had when entering the program. Furthermore, I have become more skilled in a variety of research methodologies. Through my coursework and research assistantships, I have honed my skills in qualitative and quantitative methods. I have also spent time developing my skills in text-mining and natural language processing using Python programming. Engaging with these methods has also shaped my epistemological beliefs, particularly regarding how reality can be understood and studied, as will be discussed further below. In the tabs below, I have outlined three research focus areas. These summarize my specific research interests. Click each tab to read more about the focus areas. Below the tabs is a list of my current scholarly presentations and publications. Though many of these do not directly tie to my aforementioned specific research interest, each does, in some way, implement methodologies, theories, or frameworks that have shaped my current research trajectory.

Areas of Focus.

Reading Comprehension & Technology.

View Related Works

Reflection & Future Directions

As someone with ADHD, I understand firsthand the type of cognitive challenges faced when reading and processing content in online environments. Though I consider reading to be one of my most significant hobbies, online texts often become overwhelming, not only because they pose constant distractions that are inherent to these spaces, but also due to the heightened cognitive load they impose. The need to cope with differences in my executive function skills, such as sustaining attention, regulating focus, and managing working memory, is intensified in these environments. These environments are rather unforgiving to those of us who face difficulties with executive functioning. Personally, I often turn to various compensatory mechanisms or mitigating strategies. Examples include printing my readings, using AI-driven narration tools, and using applications and settings to block notifications in an effort to further minimize distractions. Relying on these techniques is not something that I, alone, have experienced. Many individuals depend on these and other strategies simply to complete necessary academic reading in online contexts.

Reading comprehension is well-documented in the literature as being a skill that ADHD individuals face difficulties with due to differences in executive functioning. The nature of the online environment introduces complexities that, as previously identified, may exacerbate these challenges, but it may also introduce certain affordances that help ADHD individuals manage their difficulties. As a result, I am interested in how these lived experiences can inform the development of educational technologies and the use of online educational materials in academic settings, especially in light of recent advancements in generative AI. Instead of focusing exclusively on comprehension outcomes, I consider the broader context of reading: how motivation, cognitive regulation, and engagement connect with online reading.

Neurodiversity & Executive Functions.

View Related Works

Reflection & Future Directions

My interest in neurodiversity and executive functioning is both personal and professional. As someone who identifies as both ADHD and Autistic, and who has supported friends and students with similar profiles, I’ve seen firsthand the creativity, persistence, and unique cognitive perspectives that neurodivergent individuals bring to learning. Yet, I’ve also observed how educational systems often fail to align with the diverse ways our minds process, organize, and engage with information.

My decade of experience in K–12 online learning, where I adapted asynchronous courseware to align with IEPs and 504 plans, deepened my awareness of how traditional structures can unintentionally disadvantage students whose executive functioning styles differ from the norm. My research seeks to reimagine digital learning environments so that they celebrate cognitive diversity and are intentionally designed to support neurodivergent learners in higher education. By examining the executive function demands embedded within common instructional formats, I aim to inform inclusive design practices that reduce systemic barriers and create learning experiences where all students can thrive authentically and sustainably.

Human Experience in Defining Methodology.

View Related Works

Reflection & Future Directions

I have extensive training in both qualitative and quantitative research methodologies, including statistical analysis, Python-based text analysis using natural language processing, and qualitative coding. Interpretive, qualitative approaches, particularly hermeneutic phenomenology, best align with my research goals. I believe each participant’s lived experience offers insights that numbers alone cannot capture. Emphasizing individual narratives allows me to explore the nuances of how people perceive and engage with the world, particularly in educational environments. This commitment to subjective perspectives allows my research to move beyond general trends and explore the depth of human experience in educational and learning contexts.

Publications & Presentations.

Thach, H. & Ridenour, L. (In press). Topic Modeling of ADHD Discourse on Reading Challenges: Cognitive Differences and Systemic Factors. Neurodiversity, 3, 1-16.

Moulaison‐Sandy, H., & Thach, H. (2025). The Wicked Problem of AI: Information Avoidance, Uncomfortable Knowledge, and ChatGPT in Scholarly Communication. Proceedings of the Association for Information Science and Technology, 62(1), 1030–1035. https://doi.org/10.1002/pra2.1334

Ridenour, L., Thach, H., & Knudsen, S. E. (2025). Library Genesis to Llama 3: Navigating the Waters of Scientific Integrity, Ethics, and the Scholarly Record. Proceedings of the Association for Information Science and Technology, 62(1), 1063–1069. https://doi.org/10.1002/pra2.1340

Ridenour, L., Kipp, M. E. I., Thach, H., & Zhu, L. (2025). Census.gov Data, from Paper Tables to APIs: A Retrieval Augmented Generation Domain Analysis. NASKO, 22–35. https://doi.org/10.7152/nasko.v7i1.95645

Cho, H., Lee, W.-C., Thach, H., & Hirt, J. (2025). Evaluating video game moods and their separability based on user-generated reviews. Journal of Documentation, 81(2), 545–565. https://doi.org/10.1108/JD-10-2024-0247

Thach, H. (2025). Assistive Technology and AI-Driven Narration: ADHD Adults’ Experiences in Digital Reading Environments. The Journal of Applied Instructional Design, 14(2). https://doi.org/10.59668/2222.20815

Gould, H., von Gillern, S., Boyd, H., & Griffin, J. (2024). Mission Vita Nova: Gaming for media literacy and digital citizenship. In J. Cohen & G. Solano (Eds.), Proceedings of the Society for Information Technology & Teacher Education International Conference (pp. 53–60). Las Vegas, NV: Association for the Advancement of Computing in Education (AACE).

Publications

Thach, H. (2024, October 1–3). Assistive technology and AI-driven narration: ADHD adults' experiences in digital reading environments [Conference presentation]. Association for Educational Communications and Technology 2024 Conference, Virtual.

Gould, H., von Gillern, S., Boyd, H., & Griffin, J.G. (2024, March 25–29). Mission Vita Nova: Gaming for media literacy and digital citizenship [Conference presentation]. Society for Information Technology in Teacher Education 2024 Conference, Las Vegas, NV.