Implications for neuroimaging for educational research



Publication Details

Antonenko, P. D., van Gog, T. & Paas, F. (2014). Implications for neuroimaging for educational research. In J. Spector, M. Merrill, J. Elen & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 51-63). New York, United States: Springer.


Neural functions are fundamental to learning, instruction, and performance. Although tremendous progress has been made in neuroscience in the past two decades, its applications in educational research are just beginning to be realized. This review focuses on selected technologies, methods, and findings from neuroscience that have important implications for educational sciences. Specifically, this chapter discusses conceptual and empirical research on the use, implications, and limitations of neuroimaging techniques such as continuous electroencephalography, event-related potentials, and functional magnetic resonance imaging in the domains of language and reading, mathematics learning, problem solving, cognitive load, and affective processes in learning. Neuroimaging has enabled scientists to open "the black box" of neural activity that underlies learning. It seems timely, therefore, to consider how educational researchers may employ the increased understanding of brain function to explore educational questions.

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