Neurodiversity and cognitive load in online learning: A systematic review with narrative synthesis

TY - JOUR

T1 - Neurodiversity and cognitive load in online learning: A systematic review with narrative synthesis

AU - Le Cunff, Anne-Laure

AU - Giampietro, Vincent

AU - Dommett, Eleanor

N1 - Publisher Copyright: © 2024 The Authors

PY - 2024/3/25

Y1 - 2024/3/25

N2 - This systematic review with narrative synthesis aimed to examine the available evidence on the relationship between neurodiversity and cognitive load in online learning. Despite the known relationship between working memory impairments and neurodiversity, there has been a lack of systematic investigation into how cognitive load impacts neurodivergent students in online learning environments. This review, which includes 90 studies conducted in 21 countries, reveals that the majority (92%) did not consider neurodiversity as a potential factor influencing cognitive load in online learning. The few that did suggest distinct patterns of cognitive load in online learning for neurodivergent students, suggesting a need for more research in this area. The results also point to the potential for methodological advancements in measuring cognitive load in online learning, highlighting that 80% of studies with only neurotypical participants and 60% of studies including neurodivergent participants relied solely on subjective measures of cognitive load. This review contributes to the field by offering a comprehensive overview of our current knowledge of the relationship between neurodiversity and cognitive load in online learning, identifying significant gaps and suggesting directions for future studies.

AB - This systematic review with narrative synthesis aimed to examine the available evidence on the relationship between neurodiversity and cognitive load in online learning. Despite the known relationship between working memory impairments and neurodiversity, there has been a lack of systematic investigation into how cognitive load impacts neurodivergent students in online learning environments. This review, which includes 90 studies conducted in 21 countries, reveals that the majority (92%) did not consider neurodiversity as a potential factor influencing cognitive load in online learning. The few that did suggest distinct patterns of cognitive load in online learning for neurodivergent students, suggesting a need for more research in this area. The results also point to the potential for methodological advancements in measuring cognitive load in online learning, highlighting that 80% of studies with only neurotypical participants and 60% of studies including neurodivergent participants relied solely on subjective measures of cognitive load. This review contributes to the field by offering a comprehensive overview of our current knowledge of the relationship between neurodiversity and cognitive load in online learning, identifying significant gaps and suggesting directions for future studies.

KW - neuroscience

KW - neurodiversity

KW - learning

KW - cognition

UR - http://www.scopus.com/inward/record.url?scp=85189068723&partnerID=8YFLogxK

U2 - 10.1016/j.edurev.2024.100604

DO - 10.1016/j.edurev.2024.100604

M3 - Article

SN - 1747-938X

VL - 43

JO - Educational Research Review

JF - Educational Research Review

M1 - 100604

ER -