Experiential Learning and Neurodivergent Cognition: A Meta-Analysis

Abstract

This meta-analysis synthesises findings from 47 peer-reviewed studies published between 2010 and 2025, examining the outcomes of experiential learning methodologies for neurodivergent populations — including individuals with ADHD, autism spectrum conditions, dyslexia, and other cognitive profiles.

Results indicate a statistically significant advantage (d = 0.72, 95% CI [0.58, 0.86]) for experiential approaches over traditional didactic methods across measures of engagement, knowledge retention, and self-reported well-being.

Introduction

The relationship between pedagogy and cognitive diversity is one of the most consequential — and most neglected — questions in education research. While experiential learning (learning by doing, reflecting, and iterating) has gained traction in mainstream education, its specific efficacy for neurodivergent learners remains under-theorised and under-studied.

This paper addresses that gap. We define neurodivergence broadly, following the neurodiversity paradigm: not as pathology, but as natural variation in human cognition. Our interest is not in "fixing" neurodivergent learners, but in understanding which pedagogical environments allow them to thrive.

Methodology

We conducted a systematic search across PubMed, ERIC, PsycINFO, and Scopus using pre-registered search terms. Inclusion criteria required (a) an experiential learning intervention, (b) a neurodivergent participant sample or subgroup analysis, and (c) quantitative outcome measures. Of 312 initial results, 47 met all criteria after full-text review.

Key Findings

Three findings warrant particular attention. First, the overall effect size for experiential learning with neurodivergent populations is substantially larger than the effect observed in neurotypical-only samples (d = 0.72 vs. d = 0.41). Second, game-based and immersive methodologies showed the strongest effects, particularly for ADHD and autism spectrum populations. Third, the duration of intervention mattered: programmes exceeding 20 hours showed markedly better outcomes than shorter workshops.

The data suggest not merely that experiential learning "also works" for neurodivergent minds, but that it may be the pedagogical modality for which many neurodivergent cognitive profiles are best suited.

Implications for Practice

These findings have immediate implications for curriculum designers, school administrators, and policy-makers. The evidence base now supports a shift toward experiential, modular, and game-informed pedagogies — not as accommodations, but as best practice for cognitively diverse classrooms.

At the Satori Institute, these findings directly inform the design of our DreamGames methodology and Academy Satori curriculum. We encourage other institutions to consider similar evidence-based redesigns.