The use of psychophysiological data to better understand real-time learning: the fragile balance between the validity of data and the authenticity of data collection contexts

Charland, Patrick; Dion, Jan-Sébastien

doi:10.24046/neuroed.20180501.4

Cited by 2 publications

(1 citation statement)

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“…Practical applications of educational neuroscience (sometimes referred to as 'neuroeducation') have proliferated to include a variety of brain-targeted teaching resources and brain-training programs, as well as educational and social policies directed at children's brains for cognitive enhancement, emotional self-regulation and other forms of educational performance improvement (de Vos 2016). Increasingly, researchers of educational neuroscience and developers of neuroeducation applications are seeking technical methods for collecting 'real-time' brain data from authentic school contexts or educational environments, and are actively pursuing development of neuro-imaging, wearable enhanced learning technologies and related devices to achieve this aim (Charland and Dion 2018).…”

Section: Education and Neurosciencementioning

confidence: 99%

Brain Data: Scanning, Scraping and Sculpting the Plastic Learning Brain Through Neurotechnology

Williamson

2018

Postdigit Sci Educ

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Neurotechnology is an advancing field of research and development with significant implications for education. As 'postdigital' hybrids of biological and informational codes, novel neurotechnologies combine neuroscience insights into the human brain with advanced technical development in brain imaging, brain-computer interfaces, neurofeedback platforms, brain stimulation and other neuroenhancement applications. Merging neurobiological knowledge about human life with computational technologies, neurotechnology exemplifies how postdigital science will play a significant role in societies and education in decades to come. As neurotechnology developments are being extended to education, they present potential for businesses and governments to enact new techniques of 'neurogovernance' by 'scanning' the brain, 'scraping' it for data and then 'sculpting' the brain toward particular capacities. The aim of this article is to critically review neurotechnology developments and implications for education. It examines the purposes to which neurotechnology development is being put in education, interrogating the commercial and governmental objectives associated with it and the neuroscientific concepts and expertise that underpin it. Finally, the article raises significant ethical and governance issues related to neurotechnology development and postdigital science that require concerted attention from education researchers.The human brain has become the focus of concerted attention among policymakers, the media and the public as neuroscientific understandings have left the laboratory to shape how societies understand human life and social affairs (Rose and Abi-Rached 2013). Technical innovations in computing software and data analytics now appear to promise to make human neurology amenable to inspection without the need for complex clinical or medical apparatuses, making the generation of digital 'brain data' possible in 'real time'

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Section: Education and Neurosciencementioning

confidence: 99%