Three areas carry most of the lab's current work; three more run alongside them. All are defined by the communities we design with rather than by the technologies we use. Each runs on participatory methods, long field engagements, and evaluation with the people the system is actually for.
Technology designed with autistic children, young readers with dyslexia and children with ADHD — not adapted for them after the fact.
Assistive, therapeutic and awareness-raising tools built through participatory sessions with families, therapists and special schools. The work runs from communication supports to screening aids to software that accommodates how different minds read, attend and remember.
A platform for raising awareness regarding autism in Pakistan, built with families and special schools.
Interface and typographic adaptations tested with school-age readers in Lahore.
Prototypes that help children with ADHD manage task-switching during lessons.
Reducing the psychological cost of everyday technology, and designing systems that carry care rather than demand it.
We study how interfaces shape mood, attention and self-perception, particularly among young adults, and design interventions that hold up outside a clinical setting.
Field study of how notification and feed design affects young adults' wellbeing.
Interface patterns that reduce compulsive use without punishing the user.
Prototypes for contexts where formal care is scarce or stigmatised.
Design thinking, UX and strategy applied to how children and young adults actually learn.
Child-computer interaction sits at the centre of this area: how young users understand interfaces, where existing edtech fails in Urdu-medium and low-connectivity settings, and what changes when AI tutors enter the classroom.
What works, what is abandoned, and why — a multi-school field study.
Design patterns for children's first encounters with software.
Evaluating where conversational tutoring helps and where it quietly misleads.
Designing with older adults, people living with cognitive decline, and the families who care for them.
Who gets to use a device, in whose company, and on whose terms — questions that decide whether a design reaches anyone at all.
Using interaction design to make a city legible — its history, its public spaces and the services people need from it.
Most projects belong to more than one area, and all of them run on the same methods: participatory design sessions, field studies in homes, schools and clinics, and evaluation with end users rather than proxies.