@article{10272/27092,
year = {2025},
month = {8},
url = {https://hdl.handle.net/10272/27092},
abstract = {Advances in neuroscience have improved the understanding of cognitive, emotional, and social processes involved in learning. Simultaneously, technologies such as artificial intelligence, augmented reality, and gamification are transforming educational practices. However, their integration into formal education remains limited and often misapplied. This study aims to evaluate the impact of technology-supported neuroeducational models on student learning and well-being. A systematic review was conducted using PubMed, the Web of Science, ScienceDirect, and LILACS, including open-access studies published between 2020 and 2025. Selection and methodological assessment followed PRISMA 2020 guidelines. Out of 386 identified articles, 22 met the inclusion criteria. Most studies showed that neuroeducational interventions incorporating interactive and adaptive technologies enhanced academic performance, intrinsic motivation, emotional self-regulation, and psychological well-being in various educational contexts. Technology-supported neuroeducational models are effective in fostering both cognitive and emotional development. The findings support integrating neuroscience and educational technology into teaching practices and teacher training, promoting personalized, inclusive, and evidence-based education.},
publisher = {MDPI},
keywords = {Neuroeducation},
keywords = {Educational technology},
keywords = {Meaningful learning},
keywords = {Emotional regulation},
keywords = {Pedagogical innovation},
title = {Education, Neuroscience, and Technology: A Review of Applied Models},
doi = {https://doi.org/10.3390/info16080664},
author = {Granado de la Cruz, Elena and Gago Valiente, Francisco Javier and Gavín Chocano, Óscar and Pérez Navío, Eufrasio},
}