For university students transitioning to an independent and flexible lifestyle, having ADHD poses multiple challenges to their academic task management, which are closely tied to their metacognitive struggles--difficulties in awareness and regulation of one's own thinking processes. The recently surged Generative AI shows promise to mitigate these gaps with its advanced information understanding and generation capabilities. As an exploratory step, we conducted co-design sessions with 20 university students diagnosed with ADHD, followed by interviews with five experts specialized in ADHD intervention. Adopting a metacognitive lens, we examined participants' ideas on GenAI-based task management support and experts' assessments, which led to three design directions: providing cognitive scaffolding to enhance task and self-awareness, promoting reflective task execution for building metacognitive abilities, and facilitating emotional regulation to sustain task engagement. Drawing on these findings, we discuss opportunities for GenAI to support the metacognitive needs of neurodivergent populations, offering future directions for both research and practice.

翻译：对于正在过渡到独立灵活生活方式的大学生而言，注意力缺陷多动障碍（ADHD）为其学业任务管理带来了多重挑战，这些挑战与其元认知困境——即对自身思维过程的觉察与调节困难——密切相关。近期兴起的生成式人工智能凭借其先进的信息理解与生成能力，有望弥补这些不足。作为探索性的一步，我们与20名确诊ADHD的大学生开展了协同设计工作坊，并对五位专注于ADHD干预的专家进行了访谈。通过元认知视角，我们分析了参与者对基于生成式人工智能的任务管理支持的构想以及专家的评估，由此提炼出三个设计方向：提供认知支架以增强任务与自我觉察，促进反思性任务执行以构建元认知能力，以及辅助情绪调节以维持任务投入。基于这些发现，我们探讨了生成式人工智能支持神经多样性群体元认知需求的潜在机遇，并为未来研究与实践提供了方向。