Neurodiversity and cognitive load in online learning: A focus group study

TY - JOUR

T1 - Neurodiversity and cognitive load in online learning: A focus group study

AU - Le Cunff, Anne-Laure

AU - Giampietro, Vincent

AU - Dommett, Eleanor

N1 - Publisher Copyright: Copyright: © 2024 Le Cunff et al.

PY - 2024/4/16

Y1 - 2024/4/16

N2 - It is widely accepted that cognitive load plays a crucial role in online learning. However, despite neurodevelopmental conditions being the largest category of qualifying disabilities in education, and the rise of online learning, there is little understanding of the factors impacting cognitive load in online learning for neurodivergent students and how these factors differ from those affecting neurotypical students. This study used qualitative comparison groups with neurotypical and neurodivergent students to examine their experiences of cognitive load in online learning. A sample of 26 university students (14 neurotypical and 12 neurodivergent) participated in focus group discussions. While neurodivergent students reported many similar experiences of cognitive load in online learning compared to their neurotypical peers—such as confusion in navigating the content and technical issues—some difficulties were more present for neurodivergent students—such as transcripts including mistakes and inaccessible content presentation—creating additional barriers in effectively engaging with the educational content. The results suggest that neurotypical and neurodivergent students experience similar challenges, albeit to differing degrees of intensity, and that more research is needed to explore the relationship between neurodiversity and cognitive load in online learning.

AB - It is widely accepted that cognitive load plays a crucial role in online learning. However, despite neurodevelopmental conditions being the largest category of qualifying disabilities in education, and the rise of online learning, there is little understanding of the factors impacting cognitive load in online learning for neurodivergent students and how these factors differ from those affecting neurotypical students. This study used qualitative comparison groups with neurotypical and neurodivergent students to examine their experiences of cognitive load in online learning. A sample of 26 university students (14 neurotypical and 12 neurodivergent) participated in focus group discussions. While neurodivergent students reported many similar experiences of cognitive load in online learning compared to their neurotypical peers—such as confusion in navigating the content and technical issues—some difficulties were more present for neurodivergent students—such as transcripts including mistakes and inaccessible content presentation—creating additional barriers in effectively engaging with the educational content. The results suggest that neurotypical and neurodivergent students experience similar challenges, albeit to differing degrees of intensity, and that more research is needed to explore the relationship between neurodiversity and cognitive load in online learning.

KW - higher education

KW - online learning

KW - university students

KW - neurodiversity

KW - ADHD

KW - ASD

KW - dyslexia

UR - http://www.scopus.com/inward/record.url?scp=85190739223&partnerID=8YFLogxK

U2 - 10.18742/24884196

DO - 10.18742/24884196

M3 - Article

SN - 1932-6203

VL - 19

JO - PLoS One

JF - PLoS One

IS - 4 April

M1 - e0301932

ER -