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, especially those with ADHD. Specifically, I am interested in the cognitive differences associated with ADHD, 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.

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. Instead of focusing exclusively on comprehension outcomes, I consider the broader context of reading: how motivation, cognitive regulation, and engagement connect with online reading.

Attention-Deficit Hyperactivity Disorder (ADHD) & Executive Functions.

My interest in ADHD and executive functions is both personal and professional. As someone who lives with ADHD and who has witnessed many friends and students struggle with the challenges it presents, I am all too familiar with the cognitive and logistical hurdles that impair academic success. While some of us have learned to navigate these obstacles through compensatory strategies, many others have not, and the cost, often including college attrition, is far too high. My near decade of experience in K–12 online learning, where I modified asynchronous courseware based on IEPs and 504 plans, reinforced my awareness of how poorly traditional systems accommodate the full range of executive functioning challenges, from difficulty managing working memory resources to issues with inhibition and cognitive flexibility. My research focuses on improving the design of digital learning environments and learning resources to better support ADHD learners, especially at the undergraduate level. By understanding the specific executive function demands embedded in common digital instructional formats, I aim to inform instructional design and pedagogical practices in an effort to actively reduce barriers for these students rather than expecting them to overcome systemic limitations on their own.

Human Experience in Defining Methodology.

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.

Moulaison-Sandy, H. & Thach, H. (accepted). The Wicked Problem of AI: Information Avoidance, Uncomfortable Knowledge, and ChatGPT in Scholarly Communication. Proceedings of the Association for Information Science and Technology. Washington, DC: Association for Information Science and Technology (ASIS&T).

Ridenour, L. E., Thach, H., & Knudsen, S. (accepted). 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. Washington, DC: Association for Information Science and Technology (ASIS&T).

Ridenour, L. E., Kipp, M., Thach, H. B. B., & Zhu, L. (accepted). Census.gov Data, from Paper Tables to APIs: A Retrieval Augmented Generation Domain Analysis. Proceedings from North American Symposium on Knowledge Organization. Portland, OR: International Society for Knowledge Organization: Chapter for Canada and United States (ISKO C-US)

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. (in press). Assistive technology and AI-driven narration: ADHD adults' experiences in digital reading environments. In The Journal of Applied Instructional Design: Proceedings of the Annual AECT Convention. Kansas City, MO: Association for Educational Communications and Technology (AECT).

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). https://www.learntechlib.org/primary/p/224020/

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.