Computing courses often feature active learning techniques that promote collaboration and social interaction between students. However, neurodivergent students' preferences and experiences with these techniques are not well understood. We conducted a survey of neurodivergent computing students (n=24), specifically autistic students or students with ADHD, and neurotypical computing students (n=20) to understand how the structure of collaborative active learning affects their comfort in computing courses. We also interviewed four computing students on the autism spectrum or with ADHD to gain more contextualized insights into their experiences and accessibility recommendations. Our survey surfaces how team dynamics and assignment structure can impact neurodivergent students' comfort in computing courses. Neurodivergent students expressed discomfort with assignments that lack structure or have ambiguous expectations. Neurodivergent students prefer smaller teams that work together frequently with explicitly defined roles. Our interviews identified ways that neurodivergent students cope with discomfort in collaborative active learning, including self-selecting roles and self-disclosure. While preliminary, our results highlight how instructors can design collaborative active learning to be more equitable and accessible for neurodivergent students.

翻译：计算机课程常采用促进协作与学生间社交互动的主动学习技术。然而，神经多样性学生对这些技术的偏好和体验尚不明确。我们对神经多样性计算专业学生（n=24），即自闭症学生或ADHD学生，以及神经典型计算专业学生（n=20）开展问卷调查，以了解协作式主动学习的结构如何影响他们在计算机课程中的舒适度。我们还访谈了四名自闭症谱系或ADHD计算专业学生，以获取其经历和可及性建议的更深入见解。调查结果显示，团队动态和作业结构可能影响神经多样性学生在计算机课程中的舒适度。神经多样性学生对缺乏结构或期望不明确的作业感到不适，且更偏好经常合作、具有明确角色定义的小型团队。访谈揭示了神经多样性学生在协作式主动学习中应对不适的方式，包括自我选择角色和自我表露。尽管研究尚属初步，但其结果强调了教师如何设计更公平、更易为神经多样性学生接受的协作式主动学习。