Deconstructing Video-Based Instruction for Students With and Without Autism Spectrum Disorder: Elements that Enhance and Hinder Learning

Video-based instruction is an effective and captivating educational tool, particularly for students with autism spectrum disorder. Cognitive psychology provides theoretical frameworks that inform evidence-based multimedia design to enhance learning. However, these frameworks have been untested within the autism population. The current research tested the use of models and narration within videos and their impact on learning within students with autism, compared to typically developing students. Results indicated that students with autism benefit from videos with a nondescript model, however, adding narration may pose as a distractor, impeding learning. Individuals with autism present with unique challenges that must be considered when designing videos that will facilitate their learning.