“…For example, DLE is a key technological development that has been widely researched. Broadly, DLEs can be defined as the use of technology to support student learning, teaching and studying activities (Anderson, Love, & Tsai, 2014). The model of learning in DLEs is consistent with that in the learner-centred and the constructivist model, and both emphasize the construction of knowledge.…”
Section: Digital Learning Environmentmentioning
confidence: 99%
“…The model of learning in DLEs is consistent with that in the learner-centred and the constructivist model, and both emphasize the construction of knowledge. Common examples of DLEs include computer-supported learning, mobile learning and multimedia learning with representations such as text, graphic, video and animation to enhance student learning (Anderson et al, 2014;Chang & Linn, 2013). In this paper, DLE also includes an e-learning platform, webbased and multimedia instruction.…”
Section: Digital Learning Environmentmentioning
confidence: 99%
“…Eye movement research relates not just to the study of perceptual systems, but also relates to the study of neuroscience (Richardson & Spivey, 2004). Eye tracking is one of the common neuroscience techniques used in educational research (Anderson et al, 2014). This method involves the study of eye movements which comprise "a series of fixations and saccades while reading information or viewing scenes" (Lai et al, 2013, p. 92).…”
The purpose of this article is to offer insights into current understanding of digital learning environments (DLEs) from a neuroscientific perspective. Cognitive neuroscience methods are increasingly applied in educational research to examine the neural underpinnings of learning. As such, neuroscientific evidence can play an important role in advancing current knowledge base from the existing self-reported data and behavioural measures in the field of educational technology. In this paper, we focus our review of neuroscience research on DLEs that can potentially transform the way we view learning and instruction. We discuss recent empirical studies done on DLEs using common cognitive neuroscience methods which included eye tracking, electroencephalography (EEG), and functional magnetic resonance imaging (fMRI). We offer recommendations for future applications of neuroscience methods in behavioural research within DLEs.
“…For example, DLE is a key technological development that has been widely researched. Broadly, DLEs can be defined as the use of technology to support student learning, teaching and studying activities (Anderson, Love, & Tsai, 2014). The model of learning in DLEs is consistent with that in the learner-centred and the constructivist model, and both emphasize the construction of knowledge.…”
Section: Digital Learning Environmentmentioning
confidence: 99%
“…The model of learning in DLEs is consistent with that in the learner-centred and the constructivist model, and both emphasize the construction of knowledge. Common examples of DLEs include computer-supported learning, mobile learning and multimedia learning with representations such as text, graphic, video and animation to enhance student learning (Anderson et al, 2014;Chang & Linn, 2013). In this paper, DLE also includes an e-learning platform, webbased and multimedia instruction.…”
Section: Digital Learning Environmentmentioning
confidence: 99%
“…Eye movement research relates not just to the study of perceptual systems, but also relates to the study of neuroscience (Richardson & Spivey, 2004). Eye tracking is one of the common neuroscience techniques used in educational research (Anderson et al, 2014). This method involves the study of eye movements which comprise "a series of fixations and saccades while reading information or viewing scenes" (Lai et al, 2013, p. 92).…”
The purpose of this article is to offer insights into current understanding of digital learning environments (DLEs) from a neuroscientific perspective. Cognitive neuroscience methods are increasingly applied in educational research to examine the neural underpinnings of learning. As such, neuroscientific evidence can play an important role in advancing current knowledge base from the existing self-reported data and behavioural measures in the field of educational technology. In this paper, we focus our review of neuroscience research on DLEs that can potentially transform the way we view learning and instruction. We discuss recent empirical studies done on DLEs using common cognitive neuroscience methods which included eye tracking, electroencephalography (EEG), and functional magnetic resonance imaging (fMRI). We offer recommendations for future applications of neuroscience methods in behavioural research within DLEs.
“…And introducing the article by Liu and Chang in that issue, Anderson et al . say that these authors ‘… offer science educators some neuroscience‐backed information as a foundation to develop results‐oriented curricula and teaching methods’ (Anderson, Love and Tsai, , p. 471). In his own article in this special issue Anderson writes: The opportunity for merging neurosciences with modern digital technology design theory and best delivery practices is clearly significant and likely to be highly productive in advancing the efficacy of these learning environments’ (Anderson, , p. 476).…”
For a decade or so there has been a new ‘hype’ in educational research: it is called educational neuroscience or even neuroeducation (and neuroethics)—there are numerous publications, special journals, and an abundance of research projects together with the advertisement of many positions at renowned research centres worldwide. After a brief introduction of what is going on in the ‘emerging sub‐discipline’, a number of characterisations are offered of what is envisaged by authors working in this field. In the discussion that follows various problems are listed: the assumption that ‘visual proof’ of brain activity is supposedly given; the correlational nature of this kind of research; the nature of the concepts that are used; the lack of addressing and possibly influencing the neurological mechanism; and finally the need for other insights in educational contexts. Following Bakhurst and others, a number of crucially relevant philosophical issues are highlighted. It is argued that though there are cases where neuroscience insights may be helpful, these are scarce. In general, it is concluded, not a lot may be expected from this discipline for education and educational research. A reminder is offered that the promise of neurophilia may be just another neuromyth, which needs to be addressed by philosophy and education.
“…Neuroscience methods combined with cognitive sciences have gradually created a new principle in educational studies, in order to evaluate among others the influence in cognition [1]. Neuroscience is a field related to fields of neurology, physiology, and biology while the neuroscience conflict with education is related to the development of techniques for brain imaging and enhancing human brain performance during performing several cognitive functions.…”
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