NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1057023
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
Reference Count: 90
ISBN: N/A
ISSN: ISSN-1743-9884
The Potential Relevance of Cognitive Neuroscience for the Development and Use of Technology-Enhanced Learning
Howard-Jones, Paul; Ott, Michela; van Leeuwen, Theo; De Smedt, Bert
Learning, Media and Technology, v40 n2 p131-151 2015
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.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A