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

IF 9.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Anne-Laure Le Cunff, Vincent Giampietro, Eleanor Dommett
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引用次数: 0

Abstract

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.

在线学习中的神经多样性和认知负荷:系统回顾与叙事综述
本系统综述旨在研究在线学习中神经多样性与认知负荷之间关系的现有证据。尽管工作记忆障碍与神经多样性之间的关系众所周知,但对于认知负荷如何影响在线学习环境中的神经变异学生,一直缺乏系统的研究。本综述包括在 21 个国家进行的 90 项研究,其中大多数(92%)研究并未将神经多样性视为影响在线学习认知负荷的潜在因素。少数研究表明,神经多 样性学生在在线学习中的认知负荷具有独特的模式,这表明需要在这一领域开展更多的研究。研究结果还指出,在测量在线学习认知负荷方面,有可能在方法论上取得进展。研究结果突出表明,80%的研究仅涉及神经畸形参与者,60%的研究包括神经变异参与者,这些研究仅依赖于对认知负荷的主观测量。本综述全面概述了我们目前对在线学习中神经多样性与认知负荷之间关系的了解,找出了重大差距,并提出了未来研究的方向,从而为该领域做出了贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Educational Research Review
Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
19.40
自引率
0.90%
发文量
53
审稿时长
57 days
期刊介绍: Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.
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