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Implications of Social Neuroscience for Learning Technology Research and Development

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Mind, Brain and Technology

Abstract

Neuroscientific research has unequivocally pointed to the deeply social nature of human learning. Learning at the cognitive behavioral level is underpinned by neurophysiological changes in brain structure and connectivity across different parts of the brain as the learner interacts with others and the environment. Studies of epigenetic processes show that learning is dynamic, requiring learner engagement and contingent feedback. Agency, contingency and appropriate feedback are also keys to learning effectiveness at higher cognitive levels. The field of instructional design has traditionally focused on supporting the instructor, built on a model of learning as receiving instructions. Based on learning outcomes that are important for learners in the twenty-first century (communication, collaboration, creativity, critical thinking, and global competence), this model of learning support is outdated and irrelevant. This chapter begins with a review of key research directions in the deployment of technology-enhanced learning for infants and children based on neuroscience research, with a focus on social robots and serious games. It then reviews the challenges in the assessment and provision of learning support for collaborative problem-solving. The chapter ends by identifying some research directions for interdisciplinary collaboration among researchers in learning/instructional design and the science of learning that will help to advance theory and educational practice in collaborative problem-solving.

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Notes

  1. 1.

    Social robots deployed for use by adults are primarily for therapeutic purposes in the service of senior adults.

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Acknowledgements

The authors wish to acknowledge that this work is funded by the Research Grants Council of the HKSAR Government, #T44-707/16/N, under the Theme Based Research Scheme.

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Authors and Affiliations

  1. Faculty of Education, The University of Hong Kong, Pokfulam, Hong Kong

    Nancy W. Y. Law & Haley W. C. Tsang

Authors
  1. Nancy W. Y. Law
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  2. Haley W. C. Tsang
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Correspondence to Nancy W. Y. Law .

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Editors and Affiliations

  1. College of Information, University of North Texas Computational Neuropsychology and Simulation, Denton, TX, USA

    Thomas D. Parsons

  2. Department of Learning Technologies, University of North Texas, Denton, TX, USA

    Lin Lin

  3. Department of Learning Technologies, Fort Worth Museum of Science and History, University of North Texas, Fort Worth, TX, USA

    Deborah Cockerham

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Law, N.W.Y., Tsang, H.W.C. (2019). Implications of Social Neuroscience for Learning Technology Research and Development. In: Parsons, T.D., Lin, L., Cockerham, D. (eds) Mind, Brain and Technology. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-030-02631-8_9

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  • DOI: https://doi.org/10.1007/978-3-030-02631-8_9

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  • Online ISBN: 978-3-030-02631-8

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