As the field of educational neuroscience continues to grow, questions have emerged regarding the ecological validity and applicability of this research to educational practice. Recent advances in mobile neuroimaging technologies have made it possible to conduct neuroscientific studies directly in naturalistic learning environments. We propose that embedding mobile neuroimaging research in a cycle (Matusz, Dikker, Huth, & Perrodin, 2019), involving lab-based, seminaturalistic, and fully naturalistic experiments, is well suited for addressing educational questions. With this review, we take a cautious approach, by discussing the valuable insights that can be gained from mobile neuroimaging technology, including electroencephalography and functional near-infrared spectroscopy, as well as the challenges posed by bringing neuroscientific methods into the classroom. Research paradigms used alongside mobile neuroimaging technology vary considerably. To illustrate this point, studies are discussed with increasingly naturalistic designs. We conclude with several ethical considerations that should be taken into account in this unique area of research.
|Number of pages||17|
|Journal||Mind, Brain, and Education|
|Early online date||5 Oct 2021|
|Publication status||Published - Nov 2021|
Bibliographical noteSpecial Issue: Learning in Naturalistic Multisensory Settings.
We are grateful for the support of the European Association for Research on Learning and Instruction (EARLI), and the Jacobs Foundation, to start an Emerging Filed Group on portable neuroscience technology in educational neuroscience research. This work is further supported by a European Research Council Starting Grant 716736 (BRAINBELIEFS).
© 2021 The Authors. Mind, Brain, and Education published by International Mind, Brain, and Education Society and Wiley Periodicals LLC.