research-article

Values, Identity, and Social Translucence: Neurodiverse Student Teams in Higher Education

Authors:

Annuska Zolyomi,

Anne Spencer Ross,

Arpita Bhattacharya,

Sean A. MunsonAuthors Info & Claims

CHI '18: Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems

Paper No.: 499, Pages 1 - 13

https://doi.org/10.1145/3173574.3174073

Published: 21 April 2018 Publication History

Abstract

To successfully function within a team, students must develop a range of skills for communication, organization, and conflict resolution. For students on the autism spectrum, these skills mirror the social, communicative, and cognitive experiences that can often be challenging for these learners. Since instructors and students collaborate using a mix of technology, we investigated the technology needs of neurodiverse teams comprised of autistic and non-autistic students. We interviewed seven autistic students and five employees of disability services in higher education. Our analysis focused on technology stakeholder values, stages of small-group development, and Social Translucence -- a model for online collaboration highlighting principles of visibility, awareness, and accountability. Despite motivation to succeed, neurodiverse students have difficulty expressing individual differences and addressing team conflict. To support future design of technology for neurodiverse teams, we propose: (1) a design space and design concepts including collaborative and affective computing tools, and (2) extending Social Translucence to account for student and group identities.

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Index Terms

Values, Identity, and Social Translucence: Neurodiverse Student Teams in Higher Education
1. Human-centered computing

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cover image ACM Conferences

CHI '18: Proceedings of the 2018 CHI Conference on Human Factors in Computing Systems

April 2018

8489 pages

ISBN:9781450356206

DOI:10.1145/3173574

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Regan Mandryk
University of Saskatchewan, Canada
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University of Waterloo, Canada
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Program Chairs:
Mark Perry
Brunel University London, UK
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University College London, UK

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Published: 21 April 2018

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https://doi.org/10.3390/admsci14110285
Quigley EO’Hanlon MBrandes MKennedy RGavin B(2024)Neurodiversity and third-level education: A lacuna between the strength-based paradigm shift and the lived experienceNeurodiversity10.1177/275463302412774272Online publication date: 19-Sep-2024
https://doi.org/10.1177/27546330241277427
van Rijswijk JCurșeu Pvan Oortmerssen L(2024)Cognitive and Neurodiversity in Groups: A Systemic and Integrative ReviewSmall Group Research10.1177/1046496423121356455:1(44-88)Online publication date: 4-Jan-2024
https://doi.org/10.1177/10464964231213564
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