The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning (Articolo in rivista)

Type
Label
  • The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning (Articolo in rivista) (literal)
Anno
  • 2014-01-01T00:00:00+01:00 (literal)
Alternative label
  • Paul Howard-Jones, Michela Ott, Theo van Leeuwen & Bert De Smedt (2014)
    The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning
    in Learning, media & technology (Online); Taylor and Francis, Abingdon (Regno Unito)
    (literal)
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#autori
  • Paul Howard-Jones, Michela Ott, Theo van Leeuwen & Bert De Smedt (literal)
Rivista
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#affiliazioni
  • a Graduate School of Education, University of Bristol, Bristol BS8 1JA, UK b CNR - National Research Council, Rome, Italy c Instructional Technology, Twente University, Enschede, The Netherlands d Faculty of Psychology and Educational Sciences, University of Leuven, Leuven, Belgium (literal)
Titolo
  • The potential relevance of cognitive neuroscience for the development and use of technology-enhanced learning (literal)
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. (literal)
Editore
Prodotto di
Autore CNR
Insieme di parole chiave

Incoming links:


Autore CNR di
Prodotto
Http://www.cnr.it/ontology/cnr/pubblicazioni.owl#rivistaDi
Editore di
Insieme di parole chiave di
data.CNR.it