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.

中文翻译：

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在线学习中的神经多样性和认知负荷：叙事综合的系统回顾


这项具有叙述综合的系统综述旨在检查在线学习中神经多样性与认知负荷之间关系的现有证据。尽管工作记忆损伤和神经多样性之间存在已知的关系，但仍缺乏关于认知负荷如何影响在线学习环境中神经多样性学生的系统研究。这项综述包括在 21 个国家进行的 90 项研究，结果表明，大多数研究 (92%) 并不认为神经多样性是影响在线学习认知负荷的潜在因素。少数确实表明了神经分歧学生在线学习中认知负荷的不同模式，表明需要在这一领域进行更多研究。结果还指出了测量在线学习认知负荷的方法论进步的潜力，强调了 80% 仅针对神经典型参与者的研究和 60% 包括神经分化参与者的研究仅依赖于认知负荷的主观测量。这篇综述全面概述了我们目前对在线学习中神经多样性和认知负荷之间关系的了解，确定了重大差距并为未来的研究提出了方向，从而对该领域做出了贡献。