A student team from Malaysia helps individuals with ADHD to thrive through their innovative “FocusLens” glasses designed to reduce distractions, promote relaxation, and enhance concentration
According to the Journal of Global Health, hundreds of millions of people around the world suffer from attention-deficit/hyperactivity disorder (ADHD), a neurological condition that leads to such symptoms as impulsivity and difficulty paying attention, following directions, and completing tasks. Resources for people with ADHD differ around the world, and individuals with ADHD who live in areas with limited support systems and accessible tools for the condition can often be left struggling with academic underperformance and social challenges. Such is the case in Malaysia, where many of the nearly 4% of children estimated to suffer from ADHD don’t have ready access to the support they need. But thanks to a team of students at Taylor’s University in western Malaysia and their EPICS in IEEE project entitled “FocusLens: Utilizing Ultrafocus Spectacles, Sound Therapy, and an Integrated App for ADHD Management,” their wearable assistive device holds promise for helping individuals with ADHD enjoy greater focus while also catalyzing increased support for and understanding of neurodiversity.
The team’s “FocusLens” technology involved their development of specialized spectacles that boost a user’s peripheral vision and incorporate such features as music therapy, noise cancellation, and tinted lenses to reduce distractions, promote relaxation, and enhance focus in environments with high levels of sensory stimuli. In the following interview, Rachel Low, Project Leader and third-year engineering student at Taylor’s University, discusses the team’s innovation, the challenges they faced during the development stage, and the impact they hope their device will have across the ADHD community.
Please share a bit about the scope of your project and the need for this innovation.
Low: FocusLens is an assistive solution for individuals with ADHD who struggle to manage sensory overload and maintain focus. In Malaysia, support systems and accessible tools for individuals with ADHD remain limited, so our project seeks to bridge this gap through an engineering-driven approach that integrates technology and empathy, creating a wearable assistive device that helps users stay focused, manage distractions, and track attention patterns in real time. The initiative also raises awareness about neurodiversity and promotes inclusivity in learning environments.
How many people are on your team and what community partners did you align with?
Low: Our team consists of eight students from Taylor’s University who are studying Electrical and Electronic Engineering (including Yap Zhan Hong, Gan Shao Hng, Khaw Shun Qi, Neoh Yuen Juan, Ng Shao Hen, Yap Kim Eng, Tong Jing Yao, and myself) along with Principal Investigator Dr. Manee Sangaran and Co-Investigator Dr. Aravind CV. Since starting our project in early 2024, we’ve been collaborating with local educators, mental health advocates, and student support communities such as Raintree Specialist Clinic in nearby Selangor, Malaysia to better understand user needs and real-world challenges faced by individuals with ADHD. These partnerships have guided us in shaping a solution that’s both technically sound and socially relevant.
What products/technology did your project utilize?
Low: We employed rapid prototyping techniques (such as using laboratory safety goggles, papers, and mobile apps) to simulate various design concepts for our glasses and cost-effectively validate our ideas in the shortest possible time. To produce an assistive wearable gadget for people with ADHD, we utilized SOLIDWORK, Altium Designer, and Visual Studio Code for 3D modeling, circuitry design, and programming, respectively. With guidance from our community partners, we developed our custom continuous performance tool using Testable to evaluate the effectiveness of FocusLens.
What challenges did you encounter on your project and how did you address them?
Low: One of the main challenges we faced was time management, as we had to balance our coursework with project development and self-directed learning under a tight timeline. We addressed this by practicing careful planning and efficient task prioritization and often worked during weekends and holidays to keep the project on track. Despite the workload, we found the process meaningful, as it allowed us to use our engineering skills to help others.
What are the results of your project so far?
Low: While our project is still in progress, our collaboration with local educators, mental health advocates, and ADHD support groups helped us build valuable insights into user needs and guided our design direction toward a more inclusive and empathetic assistive solution.
What key technical and soft skills did you gain over the course of this project? 
Low: Through this project, we gained hands-on experience in mechanical and circuitry design, embedded programming, mobile app development, and testing framework development. We also learned to conduct user-centered testing to validate our design decisions efficiently and the project deepened our understanding of empathy-driven design thinking, which helped us translate real-world user struggles into meaningful technical solutions. The project additionally helped us build teamwork, leadership, communication, and time management skills while collaborating with educators, mental health advocates, and user communities. This combination of engineering competence and emotional intelligence has been central to our growth, enabling us to design technology that not only functions effectively but also promotes inclusivity and boosts social impact.
What future activities are you planning for your project, and what role do you hope FocusLens will ultimately play in the community?
Low: We plan to further develop our prototype into a compact wearable form, such as a clip-on lens or glasses attachment, with improved AI-driven personalization. Our next step is to conduct a pilot study with ADHD support groups and collaborate with psychologists and therapists for professional validation. We’re also exploring potential partnerships for commercialization or open-source community sharing. Our long-term hope/goal is for FocusLens to become a globally accessible tool that empowers neurodivergent individuals to thrive in their academic and work lives. We envision it as not just a device, but a movement toward greater inclusivity, empathy, and mental health awareness through technology.
Finally, what can you share about the opportunity to participate in an EPICS in IEEE project?
Low: Participating in EPICS in IEEE has been a transformative experience. The program not only provided essential funding but also mentorship that helped us refine our engineering solution with a strong social purpose. EPICS in IEEE taught us that innovation is most impactful when it serves humanity. We urge all prospective EPICS in IEEE participants to take this opportunity to apply your technical skills to real community needs, as the journey is as meaningful as the outcome.
EPICS in IEEE is proud of the great work accomplished by this team and thrilled with the learning outcomes seen by the students. A special thanks to the Jon C. Taenzer Fund, and the IEEE Foundation, for supporting this project.
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