Motivation of people with intellectual disabilities in technology design activities: the role of autonomy, competence, and relatedness

While people from marginalised groups are increasingly involved in design processes, research is scarce on the reasons why people with intellectual disabilities participate in such activities. Drawing on Self-Determination Theory, we explore what motivates young adults with intellectual disabilities to participate in technology design activities. This case study is based on reoccurring interviews and focus groups interviews with seven young adults with intellectual disabilities who participated in design activities. We also gathered reflective notes from eight support staff and conducted participant observations of the activities. An inductive thematic data analysis revealed six themes that contribute to motivation. These themes were deductively analysed with a focus on the three basic psychological needs in Ryan and Deci’s (2002) Self-Determination Theory: autonomy, competence, and relatedness. Our study shows that a sense of enjoyment, influencing the designed technology and the design activity, enhancing skills and knowledge, experiencing a sense of self-efficacy, developing social relationships, and experiencing a sense of meaningfulness can lead to the fulfilment of the need for autonomy, competence, and relatedness. The results suggest that participation over time is essential to understand participants’ needs for autonomy, competence, relatedness and to facilitate enjoyable design activities that motivate participants with intellectual disabilities.