This study explored whether different types of instructional visuals--knowledge maps and pictorial illustrations--encourage students to focus on specific types of conceptual relationships during learning. Undergraduates (n = 134) studied a text lesson on the human nervous system accompanied by maps (text-with-maps group), illustrations…

The purpose of this study was to propose a neurodidactic model for the development of primary communication skills in 1st year students of English as a Foreign Language at the University of Pamplona. Conceptually, the variables were supported upon relevant educational theories, language acquisition theoretical constructs and recent…

This case study presents our findings regarding a Project-Based Learning Course, where we applied neuroscience concepts to make the learning experience more effective. The course, which followed a combination of project-based learning and flipped classroom approaches, was delivered during the first semester of 2020, to 20 graduate students of the…

Hitherto, the contribution of philosophers to Neuroscience and Education has tended to be less than enthusiastic, though there are some notable exceptions. Meanwhile, the pervasive influence of neuromyths on education policy, curriculum design and pedagogy in schools is well documented. Indeed, philosophers have sometimes used the prevalence of…

Background: Animations of scientific concepts may improve comprehension by explaining and visualizing the steps of complex processes, but unless they engage student interest in meaningful ways, their effectiveness as teaching tools is limited. We achieve this through a novel approach to animation design that includes the target audience…

This is a longitudinal study of first year medical students that investigates the relationship between the pattern change of the learning preferences and academic performance. Using the visual, auditory, reading-writing, and kinesthetic inventory at the beginning of the first and second year for the same class, it was found that within the first…

Undergraduates' distress has increased dramatically since the COVID-19 pandemic's onset, raising concerns for academic achievement. Yet little is known about the mechanisms by which pandemic-related distress may affect students' learning and performance, and consequently, how we might intervene to promote student achievement despite the continuing…

Undergraduates' distress has increased dramatically since the COVID-19 pandemic's onset, raising concerns for academic achievement. Yet little is known about the mechanisms by which pandemic-related distress may affect students' learning and performance, and consequently, how we might intervene to promote student achievement despite the continuing…