post by Kirsty Woodward (2023 cohort)

During my placement at the Institute of Mental Health, I explored the RECOGNeyes project, which is a project that challenges how we think about attention and gaming. My role focused on helping to develop this innovative computerised game, which is designed to improve attention in children with ADHD.

Unlike most games that use a mouse, keyboard or handheld controller, RECOGNeyes allows players to control gameplay through their eye gaze. The science behind this approach builds on research showing that gaze-based training can enhance eye control, improve reading fluency, and even lead to changes in the brain. Building on these findings, the project now aims to introduce this technology in schools to determine whether it can improve attention among children with ADHD.

Behind the Scenes: Designing Eye-Tracking Tasks

One of the main components of my placement was task development. I was responsible for creating several experimental tasks for the upcoming study, exploring whether the RECOGNeyes game improve a child’s attention or if it simply trains gaze stability without improving information processing.

To explore this, I developed two reading tasks. Recognising that a “one size fits all” approach rarely works with children, we ensured that each participant would see tasks suited to their specific age or reading ability. The experiment randomly selected three of nine reading extracts, one from each category (animals, space, and history). All extracts were created and evaluated with a widely used readability formula (ATOS) to ensure each extract matched the appropriate reading level. For each extract, I also wrote five comprehension questions to assess understanding.

In addition, I developed a task combining anti-saccade and pro-saccade measures which is a classic psychology tools for assessing subtle aspects of eye movement control. The anti-saccade part of the task (where participants must not look at the target) measures inhibition, a process often reduced in individuals with ADHD.

Developing these tasks allowed me to build both my technical and conceptual skills. I gained hands-on experience with Tobii Lab software, which I anticipate will be invaluable for my future research. While learning to interpret results, specifically reading-related eye-tracking metrics, I realised the importance of making knowledge accessible across disciplines. To support this, I produced a detailed how-to guide for developing tasks and how to modify them, alongside a glossary of metrics. Creating these materials enhanced my ability to communicate complex processes clearly, which is a vital skill in multidisciplinary research settings.

Meeting the Players: Co-designing with Children

While the technical work was rewarding, the most human element of my placement was supporting Public and Patient Involvement (PPI) sessions.

These sessions were about collaboration and connection. Before each meeting, I set up the equipment and ensured every child had a functioning station for playing RECOGNeyes. Once participants arrived, the focus shifted from preparation to engagement. I helped the children learn how to control the game with their eyes, gathered real-time feedback, and assisted with the control task.

This hands-on involvement generated invaluable feedback. Working directly with children with ADHD, their parents, teachers, and Special Educational Needs Coordinators (SENCOs) reinforced a powerful lesson, which is that research design must involve those with lived experience. The children’s feedback highlighted areas where the game could be more engaging, reminding us that the success of an intervention depends not only on its theoretical effectiveness but also on its appeal to users. This experience demonstrated the power of co-design in producing research that is not only valid but genuinely impactful in real-world contexts.

Resilience and the Realities of Research

My time with RECOGNeyes taught me as much about resilience as it did about research. Projects rarely unfold exactly as planned, and we faced delays and unforeseen challenges. Observing the senior researchers’ persistence taught me a lot and reminded me that risk assessments are not just administrative tasks but essential tools for anticipating and mitigating potential issues.

Final Thoughts

This placement significantly enhanced my professional and research skills, particularly in task design, collaboration, and stakeholder engagement.

Communicating across diverse fields from game development to education has improved both my confidence and my ability to translate research for varied audiences. Ultimately, this experience has reinforced my motivation to pursue research that not only contributes to academic knowledge but also makes a meaningful difference in everyday life. Engaging with a project that bridges technology, psychology and real-world application offered a refreshing complement to my PhD work.