Anne-Laure Le Cunff
Biographic Data
| ID | 7523445 |
|---|---|
| NAME | Anne-Laure Le Cunff |
| GIVEN NAMES | Anne-Laure |
| FAMILY NAME | Le Cunff |
| SIGNATURE | LE CUNFF A |
| AFFILIATIONS | King's College London |
| ORCID | 0000-0002-6025-1712 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Cognitive load and neurodiversity in online education
This theoretical paper presents the development and analysis of an inclusive educational framework designed to manage cognitive load for neurodivergent students in online learning environments. Drawing from cognitive load theory and neurodiversity studies, the framework is based on existing literature, empirical work conducted by the authors, and iterative feedback from a participatory research advisory board. Taking a neurodiversity-informed per…
Key Research Questions to Support Neurodiversity in Higher Education
The number of identified neurodivergent individuals in UK higher education, within both student and staff populations, is steadily increasing, yet there is limited evidence on how best to support them. In the context of financial pressures and sector-wide transformation, setting priorities for neurodiversity research is critical to make the most of limited resources. This study used an adapted James Lind Alliance methodology to identify the most …
Neurodiversity Positively Predicts Perceived Extraneous Load in Online Learning
Working memory impairments are common in neurodevelopmental conditions, potentially impacting how neurodivergent students experience cognitive load during learning. We conducted a survey with 231 participants focused on students with attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia. Parametric tests and a regression analysis were used to investigate the relationship between neurodiversity and perceived…
Research Priorities in Neuroeducation
The field of neuroeducation, which integrates neuroscience findings into educational practice, has gained significant attention in recent years. Establishing research priorities in neuroeducation is crucial for guiding future studies and ensuring that the field benefits both neuroscience and education. This study aimed to address the need for collaboration between neuroscientists and educators by conducting a priority-setting exercise with early …
Systematic Curiosity as an Integrative Tool for Human Flourishing
This paper reviews seventy years of theoretical research and proposes systematic curiosity as an integrative tool for human flourishing with a focus on four key aspects: firstly, acknowledge curiosity’s multidimensional nature instead of harmonizing its complex taxonomy; secondly, emphasizing intentional curiosity as opposed to impulsive curiosity; thirdly, prioritizing domain-general curiosity for broader applicability across educational, organi…
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Neurodiversity Positively Predicts Perceived Extraneous Load in Online Learning
Working memory impairments are common in neurodevelopmental conditions, potentially impacting how neurodivergent students experience cognitive load during learning. We conducted a survey with 231 participants focused on students with attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and dyslexia. Parametric tests and a regression analysis were used to investigate the relationship between neurodiversity and perceived…
Research Priorities in Neuroeducation
The field of neuroeducation, which integrates neuroscience findings into educational practice, has gained significant attention in recent years. Establishing research priorities in neuroeducation is crucial for guiding future studies and ensuring that the field benefits both neuroscience and education. This study aimed to address the need for collaboration between neuroscientists and educators by conducting a priority-setting exercise with early …
Systematic Curiosity as an Integrative Tool for Human Flourishing
This paper reviews seventy years of theoretical research and proposes systematic curiosity as an integrative tool for human flourishing with a focus on four key aspects: firstly, acknowledge curiosity’s multidimensional nature instead of harmonizing its complex taxonomy; secondly, emphasizing intentional curiosity as opposed to impulsive curiosity; thirdly, prioritizing domain-general curiosity for broader applicability across educational, organi…
Cognitive load and neurodiversity in online education
This theoretical paper presents the development and analysis of an inclusive educational framework designed to manage cognitive load for neurodivergent students in online learning environments. Drawing from cognitive load theory and neurodiversity studies, the framework is based on existing literature, empirical work conducted by the authors, and iterative feedback from a participatory research advisory board. Taking a neurodiversity-informed per…
Key Research Questions to Support Neurodiversity in Higher Education
The number of identified neurodivergent individuals in UK higher education, within both student and staff populations, is steadily increasing, yet there is limited evidence on how best to support them. In the context of financial pressures and sector-wide transformation, setting priorities for neurodiversity research is critical to make the most of limited resources. This study used an adapted James Lind Alliance methodology to identify the most …
Psychology (5 works) · Cognitive psychology (3 works) · Computer Science (3 works) · Neuroscience, Education and Cognitive Function (3 works) · Cognitive science (2 works) · Social Psychology (2 works) · Visual and Cognitive Learning Processes (2 works) · Applied Psychology (1 works) · Attention Deficit Hyperactivity Disorder (1 works) · Biology (1 works)