The Potential Relevance of Cognitive Neuroscience for the Development and Use of Technology-Enhanced Learning
ARTICLE
Paul Howard-Jones, Michela Ott, Theo van Leeuwen, Bert De Smedt
Learning, Media and Technology Volume 40, Number 2, ISSN 1743-9884
Abstract
There is increasing interest in the application of cognitive neuroscience in educational thinking and practice, and here we review findings from neuroscience that demonstrate its potential relevance to technology-enhanced learning (TEL). First, we identify some of the issues in integrating neuroscientific concepts into TEL research. We caution against seeking prescriptive neuroscience solutions for TEL and emphasize the need, instead, to conceptualize TEL at several different levels of analysis (brain, mind and behaviour, including social behaviour). Our review emphasizes the possibility of combining TEL and neuroscience concepts in adaptive educational systems, and we consider instances of interdisciplinary technology-based interventions drawing on neuroscience and aimed at remediating developmental disorders. We also consider the potential relevance of findings from neuroscience for the development of artificial agency, creativity, collaborative learning and neural insights into how different types of multimodality may influence learning, which may have implications for the future developments of tangibles. Finally, we identify a range of reasons why dialogue between neuroscience and the communities involved with technology and learning is likely to increase in the future.
Citation
Howard-Jones, P., Ott, M., van Leeuwen, T. & De Smedt, B. (2015). The Potential Relevance of Cognitive Neuroscience for the Development and Use of Technology-Enhanced Learning. Learning, Media and Technology, 40(2), 131-151. Retrieved August 14, 2024 from https://www.learntechlib.org/p/159999/.
This record was imported from
ERIC on November 3, 2015. [Original Record]
ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.
Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.
