神经多样性青年在线学习的混合经验:从一项纵向研究的视频录像中获得的证据
Celeste Campos-Castillo1, Elise Atkinson1
1Department of Media and Information, Michigan State University, East Lansing, Michigan, United States of America.
PLOS mental health
|February 9, 2026
概括
在COVID-19期间的在线学习为神经多样性青年带来了独特的挑战和好处. 这项研究观察了数字平台如何影响他们的沟通,理解和应对技巧,揭示了积极和消极的影响.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 人与计算机的交互
背景情况:
- 在COVID-19大流行期间,快速转向在线学习引起了神经多样性学生的担忧.
- 有限的研究对在线学习环境中的神经多样性青年生活经验进行了定性探索.
研究的目的:
- 质量分析神经多样性青年在线学习经验.
- 确定在线平台如何为神经多样性学习者启用或抑制关键的社会和情感过程.
主要方法:
- 一项纵向定性研究分析了大约2000分钟的视频录制.
- 通过Zoom对9个神经多样性青年学习数字艺术设计进行异形分析.
主要成果:
- 在线学习为神经多样性学生提供了促进和抑制因素.
- 观察到与沟通同步,互主体性,耐受挫折和建立关系有关的主题.
- 对于每个参与者来说,记录了个性化的好处和缺点.
结论:
- 在线学习环境对神经多样性的学生有着复杂的,个性化的影响.
- 研究结果为为神经多样性青年设计更有效和支持性的在线教育体验提供了洞察力.
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