Neuroeducation as a tool for personalizing learning: impact on students' cognitive and emotional development
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The growing diversity in learning rhythms and processes highlights the limitations of the uniform instructional model and encourages exploration of neuroeducation as an approach capable of informing personalization based on an understanding of attention, memory, executive functions, and emotional regulation. Through a literature review, the study analyzes educational interventions based on neurocognitive and socioemotional principles, reviewing designs, contexts, technologies, and reported outcomes. The evidence shows that personalization that regulates cognitive load, aligns tasks with interests, combines adaptivity and adaptability, and integrates socio-emotional practices improves retention, transfer, performance on complex tasks, and academic emotions such as enjoyment and self-efficacy, reducing anxiety and increasing engagement. The conclusions indicate that personalization based on neuroeducation simultaneously enhances cognitive and emotional outcomes when implemented with clear design criteria, teacher training, ethical data governance, and rigorous evaluation, avoiding neuromyths and overgeneralizations that could compromise its validity.
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