"I can't read your mind": A Study of Neurodivergent Computing Students' Experiences with Collaborative Active Learning
For computing educators, this provides preliminary insights into designing more equitable collaborative active learning for neurodivergent students.
This study surveyed 24 neurodivergent (autistic/ADHD) and 20 neurotypical computing students, and interviewed 4 neurodivergent students, finding that neurodivergent students prefer structured assignments, smaller teams with frequent interaction and defined roles, and identified coping strategies like self-selecting roles and self-disclosure.
Computing courses often feature active learning techniques that promote collaboration and social interaction between students. However, neurodivergent students' preferences and experiences with these techniques are not well understood. We conducted a survey of neurodivergent computing students (n=24), specifically autistic students or students with ADHD, and neurotypical computing students (n=20) to understand how the structure of collaborative active learning affects their comfort in computing courses. We also interviewed four computing students on the autism spectrum or with ADHD to gain more contextualized insights into their experiences and accessibility recommendations. Our survey surfaces how team dynamics and assignment structure can impact neurodivergent students' comfort in computing courses. Neurodivergent students expressed discomfort with assignments that lack structure or have ambiguous expectations. Neurodivergent students prefer smaller teams that work together frequently with explicitly defined roles. Our interviews identified ways that neurodivergent students cope with discomfort in collaborative active learning, including self-selecting roles and self-disclosure. While preliminary, our results highlight how instructors can design collaborative active learning to be more equitable and accessible for neurodivergent students.