发表机构
University of Michigan; Carnegie Mellon University（密歇根大学; 卡内基梅隆大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
研究关注ADHD个体在计算教育中的障碍，通过将教学视频分割成单指令块并设固定时长停顿的干预措施，在组内对照研究中发现该干预对ADHD个体效果更佳，能减少其与非ADHD个体的表现差异，符合通用学习设计目标。
AI 中文摘要
注意力缺陷多动障碍（ADHD）个体在计算教育中常面临重大障碍。在异步学习环境中，教学视频会带来较高的额外认知负荷，通常依赖于与ADHD神经认知特征不符的持续注意力和工作记忆假设。本研究评估了一种事后视频处理干预措施，即将教学内容分割成单指令块并随后设置固定时长停顿以减轻认知负荷。在一项有17名ADHD个体和10名非ADHD个体参与的组内对照研究中，发现该干预具有均衡效应。虽对所有参与者的表现都有改善，但ADHD个体的提升更大，将其错误和犹豫减少到与相同干预下非ADHD参与者相当的水平。这些结果符合通用学习设计（UDL）的目标，表明认知匹配的事后教学视频修改可减少不同神经认知特征间的表现差异。
英文摘要
Individuals with Attention-Deficit/Hyperactivity Disorder (ADHD) often face significant barriers in computing education. In asynchronous learning environments, instructional videos can impose high extraneous cognitive load, often relying on assumptions about sustained attention and working memory that do not align with ADHD neurocognitive profiles. In this work, we evaluate a post-hoc video processing intervention that segments instructional content into single-instruction chunks followed by fixed-length pauses to reduce cognitive load. In a within-participants controlled study with 17 individuals with ADHD and 10 without, we find that the intervention has an equalizing effect. Although it improved performance for all participants, gains were larger for those with ADHD, reducing their errors and hesitations to levels comparable to those of participants without ADHD under the same intervention. These results align with the goals of Universal Design for Learning (UDL), by showing that cognitively-aligned, post-hoc instructional video modifications can reduce performance disparities across diverse neurocognitive profiles.
Comments16 pages, Accepted to 28th International ACM SIGACCESS Conference on Computers and Accessibility
