LEARNING IN THE DIGITAL AGE: NEUROSCIENCE, COGNITION, AND INTERACTIVE PLATFORMS IN EDUCATION
DOI:
https://doi.org/10.63330/armv2n7-030Keywords:
Cognition, Digital platforms, Educational technologies, Learning, NeuroscienceAbstract
This article analyzes the contributions of interactive digital platforms to the cognitive processes involved in learning, establishing connections among neuroscience, cognition, and education within the context of contemporary technological transformations. It is based on the understanding that attention, memory, and information processing are fundamental dimensions of learning and may be influenced by how digital resources are pedagogically organized. Methodologically, the study adopts a qualitative, exploratory, and descriptive approach based on bibliographic research and the analysis of scientific literature on educational neuroscience, cognitive sciences, and digital technologies. The discussion indicates that resources such as interactivity, feedback, retrieval activities, and multimedia elements can promote cognitively meaningful experiences when aligned with educational objectives. Conversely, environments characterized by excessive stimuli, simultaneous information, and fragmented activities may contribute to distraction and cognitive overload. The study concludes that interactive platforms have the potential to contribute to learning processes, provided that their use considers the limitations of human cognitive architecture, is guided by scientific evidence, and preserves teacher mediation as a fundamental element of educational practice.
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