Researching Neurodiversity in Digital Education: Lessons and Open Questions

Anne-Laure Le Cunff

Abstract

The increasing prevalence of digital education, coupled with growing recognition of neurodiversity among learners, presents both opportunities and challenges in creating inclusive online learning environments. Despite the rising number of neurodivergent students in higher education, research on their experiences in digital learning contexts remains limited. This pilot study aims to address this gap by investigating the relationship between neurodiversity traits and cognitive load during online learning tasks. Using a multi-method approach, we combine electroencephalography (EEG), eye-tracking, and behavioural measures to assess cognitive load in both neurodivergent and neurotypical university students. The research considers categorical diagnosis (including self-diagnosis) as well as traits associated with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and dyslexia. By exploring both categorical (diagnosis-based) and dimensional (trait-based) conceptualisations of neurodiversity, this research aims to provide insights into the diverse cognitive processes involved in online learning across different neurocognitive profiles. The findings of this research have potential implications for the design of more accessible and effective digital learning environments. Furthermore, this study aims to identify key lessons and open questions in researching neurodiversity within digital education contexts, contributing to the development of more inclusive educational practices and future research directions in this emerging field.

Original language	English
Publication status	Published - 19 Oct 2023
Event	INC Day 2023 – Neuroscience and Education - Paris Descartes University, Paris, France Duration: 19 Oct 2023 → … https://inc.parisdescartes.fr/fr/2023/10/19-octobre-2023-inc-day-2023-neuroscience-and-education/

Conference

Conference	INC Day 2023 – Neuroscience and Education
Country/Territory	France
City	Paris
Period	19/10/2023 → …
Internet address	https://inc.parisdescartes.fr/fr/2023/10/19-octobre-2023-inc-day-2023-neuroscience-and-education/

Keywords

neurodiversity
cognitive load
adhd

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Cite this

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title = "Researching Neurodiversity in Digital Education: Lessons and Open Questions",

abstract = "The increasing prevalence of digital education, coupled with growing recognition of neurodiversity among learners, presents both opportunities and challenges in creating inclusive online learning environments. Despite the rising number of neurodivergent students in higher education, research on their experiences in digital learning contexts remains limited. This pilot study aims to address this gap by investigating the relationship between neurodiversity traits and cognitive load during online learning tasks. Using a multi-method approach, we combine electroencephalography (EEG), eye-tracking, and behavioural measures to assess cognitive load in both neurodivergent and neurotypical university students. The research considers categorical diagnosis (including self-diagnosis) as well as traits associated with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and dyslexia. By exploring both categorical (diagnosis-based) and dimensional (trait-based) conceptualisations of neurodiversity, this research aims to provide insights into the diverse cognitive processes involved in online learning across different neurocognitive profiles. The findings of this research have potential implications for the design of more accessible and effective digital learning environments. Furthermore, this study aims to identify key lessons and open questions in researching neurodiversity within digital education contexts, contributing to the development of more inclusive educational practices and future research directions in this emerging field.",

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AB - The increasing prevalence of digital education, coupled with growing recognition of neurodiversity among learners, presents both opportunities and challenges in creating inclusive online learning environments. Despite the rising number of neurodivergent students in higher education, research on their experiences in digital learning contexts remains limited. This pilot study aims to address this gap by investigating the relationship between neurodiversity traits and cognitive load during online learning tasks. Using a multi-method approach, we combine electroencephalography (EEG), eye-tracking, and behavioural measures to assess cognitive load in both neurodivergent and neurotypical university students. The research considers categorical diagnosis (including self-diagnosis) as well as traits associated with Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder (ASD), and dyslexia. By exploring both categorical (diagnosis-based) and dimensional (trait-based) conceptualisations of neurodiversity, this research aims to provide insights into the diverse cognitive processes involved in online learning across different neurocognitive profiles. The findings of this research have potential implications for the design of more accessible and effective digital learning environments. Furthermore, this study aims to identify key lessons and open questions in researching neurodiversity within digital education contexts, contributing to the development of more inclusive educational practices and future research directions in this emerging field.

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