NEUROADAPTIVE LEARNING IN ONLINE EDUCATION: PERSONALIZING INSTRUCTION WITH BRAIN-COMPUTER INTERFACES
https://doi.org/10.59982/18294359-26.1-nl-23
Abstract
This paper examines the efficiency of neuroadaptive learning systems, which combine brain-computer interfaces (BCI) to personalize instruction in real-time online learning environment. Neuroadaptive technologies detect the cognitive conditions of learners, including attention, cognitive load and mental fatigue, and dynamically modify instructional content, pacing and difficulty to improved engagement and knowledge retention. Mixed-methods experimental study was conducted with 90 participants from English House Language Center, the European University of Armenia and Mesrop Mashtots University. The participants were separated into an experimental group using a BCI-based adaptive learning platform and the control group based on the traditional online learning. Quantitative data were collected in terms of pre/post test scores, task completion rates and neural activity indicators, whereas the qualitative data were gathered using surveys and semi-structured interviews to measure perceived engagement, usability and the overall learning experience. The findings show that neuroadaptive learning increases learner attention, motivation and academic performance compared to conventional online learning setting. The members of the experimental group demonstrated greater rates of sustained engagement and better knowledge retention. The paper also presents ethical, privacy and accessibility issues in the collection and use of neural data in the educational setting. On the whole, the results indicate that neuroadaptive systems with BCI integration can be viewed as a promising solution since they allow creating highly personalized, learner-centered digital learning platforms.
Keywords: neuroadaptive learning; brain–computer interfaces (BCIs); personalized online education; cognitive state monitoring; adaptive learning systems; educational technology; learner engagement; mixed-methods research.
PAGES: 277-293