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Description
This study evaluates cognitive workload influencing reading performance in children with Autism Spectrum Disorder Condition (ASDC) by examining pupil dilation during random reading and focus reading task assessments. Pupil dilation, a physiological indicator of cognitive workload, increases with greater mental effort, serving as a crucial metric for assessing cognitive demands. Utilizing eye-tracking technology, this research aims to discern how different reading methods affect cognitive load among 46 Malay-speaking children with ASDC, aged 5-12, in Malaysia. Participants, selected based on reading fluency challenges, engaged in structured reading tasks presented via digital cue cards in video format under two conditions: random reading and focus reading assisted by a teacher. The cognitive workload was quantified through pupil dilation measurements using eye tracking technology, providing precise data on eye gaze and pupil dilation across various task difficulties. Statistical analysis, including one-way ANOVA, revealed significant differences in pupil dilation across low, moderate, and high cognitive workload levels for both reading methods. Focus reading resulted in reduced pupil dilation compared to random reading, indicating lower cognitive load when tasks were structured and guided by a teacher with significant variation in pupil dilation across low, moderate, and high cognitive workload levels (DF 2, 12439 = 255.529, p < 0.05). These findings suggest that tailored reading interventions reducing cognitive load can enhance reading performance in children with ASDC, highlighting the need for specialized educational strategies that accommodate their unique cognitive and sensory processing needs. The study underscores the importance of developing assistive reading tools that dynamically adjust based on physiological measures, offering more effective and individualized educational strategies for ASDC. However, future research should incorporate longitudinal studies to track the development of cognitive workload and reading abilities over time by exploring the impact of environmental and contextual factors to enhance long-term technology of learning aid design development.
Keywords
Cognitive Engineering
Neuroergonomics
Reading Cognitive Load
Pupilometry
Autism Spectrum Disorder
