Bridging cognitive neuroscience and pedagogical theory: Optimizing online learning through brain-based instructional design
Master “E-learning et Systèmes Educatifs Intelligent” at the École normale supérieure at Abdelmalek Essaadi University. Tétouan, Morocco.
Research Article
Global Journal of Engineering and Technology Advances, 2025, 22(02), 136-144.
Article DOI: 10.30574/gjeta.2025.22.2.0032
Publication history:
Received on 02 January 2025; revised on 13 February 2025; accepted on 16 February 2025
Abstract:
E-learning has grown unbelievably, and with this comes the constant struggle of keeping student engagement, retention, and instructional effectiveness. It is cognitive neuroscience that provides, through detailing the processing, retaining, and retrieving of information within the brain, the scientific underpinning behind the optimization of digital learning environments. This paper discusses how the principles of cognitive neuroscience, including neuroplasticity, cognitive load theory, dual coding theory, and emotional engagement, in conjunction with established pedagogical frameworks like constructivism and social learning theory. Some of the brain-based instructional design strategies to be discussed in this paper include active engagement, chunking, spaced repetition, adaptive learning, and integration of multimedia for online learning enhancement. It furthers discusses a number of issues in the practical application of such strategies within a virtual environment: technological limitations, ethical considerations, and the necessity for educator training. The current study now bridges cognitive neuroscience and pedagogical theory in the proposal of a neuroscience-informed framework that might improve online education and suggest future research directions that would refine and extend its applications.
Keywords:
E-learning; Cognitive Neuroscience; Pedagogical Theory; Brain-Based Instructional Design; improve online education
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Copyright © 2025 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0