Components of Neurodidactic Educational Technology
Keywords:
Neurodidactics, cognitive science, educational technology, motivation, higher cognitive functions, pedagogical strategies, curriculum development, competence-based learningAbstract
General Background: The integration of cognitive science in education has led to the development of neurodidactic approaches that align teaching methodologies with the neural and psychological mechanisms of learning. Specific Background: This study explores the compatibility of educational content and training programs with students' higher nervous functions, emphasizing cognitive rules for knowledge acquisition. Knowledge Gap: While prior research has addressed neurodidactics theoretically, limited studies have examined its direct implementation in educational frameworks. Aims: This study aims to analyze the structural components of neurodidactic educational technology and their impact on students’ cognitive processes, motivation, and competence development. Results: Findings indicate that aligning instructional design with students’ cognitive and motivational needs enhances higher cognitive functions, including reasoning, comprehension, and problem-solving. Additionally, structured methodologies such as cognitive assessments, learning style inventories, and individualized pedagogical interventions significantly improve educational outcomes. Novelty: The study introduces a systematic approach to integrating neurodidactic principles with contemporary pedagogical strategies, bridging cognitive science and educational technology. Implications: These insights offer practical applications for curriculum developers and educators, advocating for teaching methods that stimulate cognitive processes while fostering personal and professional competencies.
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