Neurophysiological correlates of cognitive load in online learning for neurotypical and neurodivergent students

TY - CONF

T1 - Neurophysiological correlates of cognitive load in online learning for neurotypical and neurodivergent students

AU - Le Cunff, Anne-Laure

AU - Dommett, Eleanor

AU - Giampietro, Vincent

PY - 2024/6

Y1 - 2024/6

N2 - Working memory is inherently limited in capacity and duration, which may hamper learning, including in online learning environments. Because working memory capacity varies among individuals, cognitive load in online learning may not have the same impact for neurotypical and neurodivergent students. This study investigated the relationship between neurodivergent traits and cognitive load during online learning. Seventy participants, including 35 neurotypical students and 35 neurodivergent students with a diagnosis of attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and/or dyslexia, watched an online video lecture while eye movements and electroencephalography-based brain activity were recorded. Neurodivergent traits were measured using validated scales for ADHD, ASD, and dyslexia. A pre-test and post-test about the educational content and automated cognitive task to measure working memory capacity were administered. Analyses of eye-tracking and electroencephalography data indicated neurocognitive differences related to cognitive load for neurodivergent students compared to neurotypical students, but no difference in learning performance was found based on the pretest-postest surveys. The findings are interpreted in light of previous theories of cognitive load in ADHD, ASD, and dyslexia. This research fills a gap in understanding how neurodivergence impacts cognitive load in online learning. It also demonstrates the value of using several objective neurophysiological measures of cognitive load to investigate how it impacts online learning in neurodiverse classrooms. Findings can inform the design of adaptive educational solutions for neurodivergent students.

AB - Working memory is inherently limited in capacity and duration, which may hamper learning, including in online learning environments. Because working memory capacity varies among individuals, cognitive load in online learning may not have the same impact for neurotypical and neurodivergent students. This study investigated the relationship between neurodivergent traits and cognitive load during online learning. Seventy participants, including 35 neurotypical students and 35 neurodivergent students with a diagnosis of attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and/or dyslexia, watched an online video lecture while eye movements and electroencephalography-based brain activity were recorded. Neurodivergent traits were measured using validated scales for ADHD, ASD, and dyslexia. A pre-test and post-test about the educational content and automated cognitive task to measure working memory capacity were administered. Analyses of eye-tracking and electroencephalography data indicated neurocognitive differences related to cognitive load for neurodivergent students compared to neurotypical students, but no difference in learning performance was found based on the pretest-postest surveys. The findings are interpreted in light of previous theories of cognitive load in ADHD, ASD, and dyslexia. This research fills a gap in understanding how neurodivergence impacts cognitive load in online learning. It also demonstrates the value of using several objective neurophysiological measures of cognitive load to investigate how it impacts online learning in neurodiverse classrooms. Findings can inform the design of adaptive educational solutions for neurodivergent students.

KW - cognitive load

KW - neurodiversity

KW - neuroscience

KW - ADHD (attention deficit-hyperactivity disorder)

U2 - 10.57736/32a2-6bc7

DO - 10.57736/32a2-6bc7

M3 - Poster

T2 - FENS Forum of Neuroscience

Y2 - 25 June 2024 through 29 June 2024

ER -