在线学习中的神经多样性和认知负载:焦点小组研究研究
Anne-Laure Le Cunff1,2, Vincent Giampietro2, Eleanor Dommett1
1Department of Psychology, Institute of Psychiatry, Psychology & Neuroscience, King's College London, London, United Kingdom.
PloS one
|April 16, 2024
概括
神经分离的学生面临着独特的在线学习挑战,影响认知负载,包括不准确的成绩单和不可访问的内容. 了解这些差异是包容性数字教育的关键.
科学领域:
- 认知心理学 认知心理学
- 教育技术的教育技术.
- 神经多样性研究研究的神经多样性研究.
背景情况:
- 认知负载显著影响在线学习的有效性.
- 神经发育条件在教育中很普遍,但对在线学习认知负载的具体影响仍未得到充分研究.
- 在线学习的兴起需要了解不同的学生需求.
研究的目的:
- 调查影响神经分离学生在线学习认知负载的因素.
- 将这些因素与神经典型学生所经历的因素进行比较.
- 确定神经分化学习者在数字环境中所面临的独特障碍.
主要方法:
- 定性比较研究设计. 定性比较研究设计.
- 焦点小组讨论涉及26名大学生 (14个神经类型,12个神经分离型).
- 检查在线学习环境中的认知负载报告的经验.
主要成果:
- 神经类型和神经分离的学生都报告了类似的认知负载问题,如导航混乱和技术问题.
- 神经分歧的学生在不准确的成绩单和不可访问的内容呈现方面遇到了更大的困难.
- 这些具体问题为神经差异化学生与在线教育材料的接触创造了额外的障碍.
结论:
- 虽然核心挑战重叠,神经分歧的学生在在线学习的认知负载中面临着不同的,加剧的障碍.
- 难以获取的内容和不准确的资源不成比例地影响神经差异学习者.
- 进一步的研究对于理解在线教育中神经多样性和认知负载之间的微妙关系至关重要.
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