Visual Noise and Cognitive Overload in Online Education: A Hidden Barrier for Pupils with Executive Function Disorders

Autor

  • Iryna Yaroshchuk West Ukrainian National University, 11 Lvivska, Ternopil, 46009, Ukraine
  • Oksana Gomotiuk West Ukrainian National University, 11 Lvivska, Ternopil, 46009, Ukraine
  • Dáša Porubčanová DTI University, Sládkovičova 533/20, 018 41 Dubnica nad Váhom, Slovakia
  • Silvia Jakabová DTI University, Sládkovičova 533/20, 018 41 Dubnica nad Váhom, Slovakia
  • Katarina Minarovicova Constantine The Philosopher University in Nitra, Kraskova 1, 949 01 Nitra, Slovakia
  • Ahmad Moh’d Mansour Department of Business, Business School, Hourani Center for Applied Scientific Research, Al-Ahliyya Amman University, Amman, Jordan, 19111 Amman, Jordan

DOI:

https://doi.org/10.15503/jecs2026.1.861.877

Słowa kluczowe:

cognitive load, executive functions, online education, inclusive design, visual noise

Abstrakt

Aim. This study examines the effect of visual noise in online learning interfaces on cognitive load and task performance among pupils with executive function disorders (EFD).

Methods. The study involved 86 Ukrainian pupils aged 10–14 diagnosed with executive function difficulties. Participants completed structured online learning tasks under two interface conditions: minimalist and visually overloaded. Cognitive load was assessed using the NASA-TLX scale, while performance was evaluated through task accuracy and completion time. Quantitative data were analysed using independent samples t-tests and effect size calculations, complemented by thematic analysis of qualitative responses.

Results. Visually overloaded interfaces produced significantly higher cognitive load scores, lower task accuracy, and longer completion times than minimalist interfaces (p < .001). Qualitative findings additionally revealed recurring patterns of sensory overstimulation, cognitive fatigue, reduced motivation, and task avoidance.

Conclusion. The findings support Cognitive Load Theory by demonstrating that excessive interface complexity exacerbates cognitive overload and negatively affects task performance in pupils with EFD. The study concludes that cognitively optimised interface design represents an essential condition for inclusive digital education.

Research restrictions. The study was limited to pupils from a single regional context and did not perform subgroup comparisons across different EFD profiles.

Cognitive value. The research provides empirical evidence on the relationship between interface complexity and cognitive overload in neurodiverse learners and contributes to the development of evidence-based inclusive design principles for digital education.

Pobrania

Statystyki pobrań niedostępne.

Biogramy autorów

  • Iryna Yaroshchuk - West Ukrainian National University, 11 Lvivska, Ternopil, 46009, Ukraine

    Iryna Yaroshchuk, PhD (Education), Associate Professor at the West Ukrainian National University, specialises in inclusive pedagogy, cognitive psychology, and digital education. Her research focuses on cognitive load and neurodiversity in online learning, the design of inclusive digital environments for pupils with executive function disorders, and the training of pre-service teachers for technology-enhanced education. She is the author and co-author of peer-reviewed international publications indexed in leading research databases, including studies on cognitive barriers in teacher training and the application of artificial intelligence to support individual educational programmes for children with special educational needs.

  • Oksana Gomotiuk - West Ukrainian National University, 11 Lvivska, Ternopil, 46009, Ukraine

    Oksana Gomotiuk, Doctor of Historical Sciences, Professor at the West Ukrainian National University, serves as the Dean of the Faculty of Social and Humanitarian Studies, where academic programmes in preschool, primary, and secondary education, including inclusive education, are developed. She specialises in research on innovative technologies for the development of educational environments and the transformation of pedagogical systems. She is the Editor-in-Chief of a professional scientific journal in the field of pedagogy and the organiser of international academic conferences involving scholars from Central and Eastern Europe. She also conducts academic training and lectures for educators and is the author of scientific monographs and peer-reviewed publications in specialised academic journals.

  • Dáša Porubčanová - DTI University, Sládkovičova 533/20, 018 41 Dubnica nad Váhom, Slovakia

    doc. PaedDr. Dáša Porubčanová, PhD, works at DTI University and specialises in subject didactics and teacher education. Her research focuses on wellbeing and the safety of the educational environment, pedagogical diagnostics, and communication within pre-service teacher training. She is the author of international monographs and peer-reviewed publications indexed in scientific databases. She actively contributes to academic discourse through participation in international conferences and scientific forums in Slovakia and other European countries.

  • Silvia Jakabová - DTI University, Sládkovičova 533/20, 018 41 Dubnica nad Váhom, Slovakia

    PaedDr., Mgr. Silvia Jakabová, PhD, Assistant Professor at DTI University, specialises in the didactics of vocational education. She also serves as Regional Director of the National Institute for Education and Youth (NIVAM) in Trnava and has professional experience as a school principal. Her research focuses on teacher personality, pedagogical approaches in pre-service teacher education, and the safety of educational environments. She is the author of scientific monographs and peer-reviewed journal articles and actively participates in academic conferences and research dissemination.

  • Katarina Minarovicova - Constantine The Philosopher University in Nitra, Kraskova 1, 949 01 Nitra, Slovakia

    Katarina Minarovicova, PhD, is a lecturer and researcher at the Department of Social Work and Social Sciences, Faculty of Social Sciences and Health Care, Constantine the Philosopher University in Nitra (Slovakia). Her research centres on social work, child welfare, and inclusive social policy, with particular emphasis on alternative childcare and professional parenthood. Her work addresses the developmental needs of vulnerable children and the role of family-based care in promoting well-being and social inclusion.

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Pobrania

Opublikowane

2026-06-27

Numer

Tom 17 Nr 1 (2026): Journal of Education Culture and Society

Dział

EXPRESSION

Licencja

Prawa autorskie (c) 2026 Iryna Yaroshchuk, Oksana Gomotiuk, Dáša Porubčanová, Silvia Jakabová, Katarina Minarovicova, Ahmad Moh’d Mansour

Creative Commons License

Utwór dostępny jest na licencji Creative Commons Uznanie autorstwa 4.0 Międzynarodowe.

CC-BY

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.

Jak cytować

Yaroshchuk, I. ., Gomotiuk, O., Porubčanová, D., Jakabová, S., Minarovicova, K., & Mansour, A. M. . (2026). Visual Noise and Cognitive Overload in Online Education: A Hidden Barrier for Pupils with Executive Function Disorders. Journal of Education Culture and Society, 17(1), 861-877. https://doi.org/10.15503/jecs2026.1.861.877