Cognitive load analysis of adaptive learning technologies in special education classrooms: A quantitative approach

This study examines the effects of adaptive learning technology on cognitive load in special education classrooms using a quantitative approach. The research included students with various disabilities who interacted with adaptive learning tools such as Virtual Reality (VR), Gamification, and Artificial Intelligence (AI). Data analysis involved statistical methods like descriptive statistics, t-tests, ANOVA, correlation, and regression analyses. The findings indicate notable differences in the cognitive load associated with different technologies, with AI technology resulting in a higher cognitive burden compared to VR and Gamification. Additionally, factors such as academic performance, age, and gender were found to influence the level of cognitive load experienced by students. The results emphasize the importance of considering the cognitive demands of adaptive learning technologies and tailoring instructional design and technology integration based on individual needs. Recommendations are offered to educators, curriculum developers, and policymakers to enhance learning opportunities for students with disabilities.