Neurodiversity Positively Predicts Perceived Extraneous Load in Online Learning: A Quantitative Research Study

TY - JOUR

T1 - Neurodiversity Positively Predicts Perceived Extraneous Load in Online Learning: A Quantitative Research Study

AU - Le Cunff, Anne-Laure

AU - Giampietro, Vincent

AU - Dommett, Eleanor

N1 - Publisher Copyright: © 2024 by the authors.

PY - 2024/5/10

Y1 - 2024/5/10

N2 - Working memory impairments are common in neurodevelopmental conditions, potentially impacting how neurodivergent students experience cognitive load during learning. We conducted a survey with 231 participants focused on students with attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia. Parametric tests and a regression analysis were used to investigate the relationship between neurodiversity and perceived cognitive load in online learning. Neurodivergent students reported significantly higher extraneous cognitive load (ECL) in online learning compared to their neurotypical peers. However, no significant differences in perceived intrinsic and germane cognitive load were found between the two groups. Neurodiversity, and specifically ADHD, positively predicted perceived ECL in online learning. This study provides novel insights into the association between neurodiversity and cognitive load in online learning, suggesting a need for targeted support to help neurodivergent students reduce ECL in online learning environments and highlighting the importance of promoting inclusive educational practices that meet the needs of all students.

AB - Working memory impairments are common in neurodevelopmental conditions, potentially impacting how neurodivergent students experience cognitive load during learning. We conducted a survey with 231 participants focused on students with attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia. Parametric tests and a regression analysis were used to investigate the relationship between neurodiversity and perceived cognitive load in online learning. Neurodivergent students reported significantly higher extraneous cognitive load (ECL) in online learning compared to their neurotypical peers. However, no significant differences in perceived intrinsic and germane cognitive load were found between the two groups. Neurodiversity, and specifically ADHD, positively predicted perceived ECL in online learning. This study provides novel insights into the association between neurodiversity and cognitive load in online learning, suggesting a need for targeted support to help neurodivergent students reduce ECL in online learning environments and highlighting the importance of promoting inclusive educational practices that meet the needs of all students.

KW - neurodiversity

KW - adhd

KW - online learning

KW - cognitive load

UR - http://www.scopus.com/inward/record.url?scp=85194270039&partnerID=8YFLogxK

U2 - 10.3390/educsci14050516

DO - 10.3390/educsci14050516

M3 - Article

SN - 2227-7102

VL - 14

JO - Education Sciences

JF - Education Sciences

IS - 5

M1 - 516

ER -