AI Article Synopsis
- The study reviews research on brain-based learning in design and visual arts education, assessing its growth and identifying gaps in the literature over a 20-year period (2001-2021).
- Despite the importance of brain-based learning for enhancing student creativity and knowledge, there has been a decline in research focused on design disciplines, with only 30% of analyzed publications related to design education.
- This highlights a significant gap in connecting brain-based learning with creative fields, indicating the need for more focus from scholars and educators in these areas.
Article Abstract
Background: This study aims to critically review, quantify, and assess research outcomes on brain-based learning with an evidence-based study on Scopus indexed literature, with a focus to understand the evolution structure and growth, detect trends, subject development, and most importantly, identify the gaps in the published body of literature that relates brain-based learning to design and visual arts education.
Methods: Various scientometric tools were used to map, visualize, and analyze 186 research publications, indexed in Scopus in a twenty-year timespan '2001-2021'. Annual publication trends, relevant sources, prolific authors, authorship patterns, productive organizations and countries, funding agencies, keyword co-occurrence analysis, and thematic evolution mapping on brain-based learning publications were examined in this study.
Results: Despite the significance to apply brain-based learning strategies in design and visual arts education to boost students' knowledge and creative skills, the findings show a decline in quantities and growth patterns in brain-based learning research directed towards design disciplines in the past twenty years. Among the identified (186) documents published in (128) sources, with (1013) citations, the study detected only (57) research (30%) that were related to 'design education,' including those focusing on 'instructional design, 'and 'syllabus design' whereas only (3) articles were in 'design and visual arts' disciplines.
Conclusion: These rather small numbers reflect the big gap in the current body of literature that associates brain-based learning with creativity-based disciplines, specifically in design and visual arts education. This infers the necessity to direct the attention of academics, researchers, and educationalists in the fields of design and arts towards brain-based learning applications, research and pedagogy.
Download full-text PDF |
Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC10390795 | PMC |
| http://dx.doi.org/10.12688/f1000research.110294.3 | DOI Listing |
Publication Analysis
Top Keywords
Similar Publications
Distinct Behavioural and Brain Response Profiles Between Arithmetic Word Problem Solving and Sentence Comprehension in Third and Fourth Graders.
Eur J Neurosci
January 2025
Department of Psychology, National Chengchi University, Taipei, Taiwan.
Word problems are essential for math learning and education, bridging numerical knowledge with real-world applications. Despite their importance, the neural mechanisms underlying word problem solving, especially in children, remain poorly understood. Here, we examine children's cognitive and brain response profiles for arithmetic word problems (AWPs), which involve one-step mathematical operations, and compare them with nonarithmetic word problems (NWPs), structured as parallel narratives without numerical operations.
View Article and Find Full Text PDFGenerative dynamical models for classification of rsfMRI data.
Netw Neurosci
December 2024
Department of Psychology, Stanford University, Stanford, CA, USA.
The growing availability of large-scale neuroimaging datasets and user-friendly machine learning tools has led to a recent surge in studies that use fMRI data to predict psychological or behavioral variables. Many such studies classify fMRI data on the basis of static features, but fewer try to leverage brain dynamics for classification. Here, we pilot a generative, dynamical approach for classifying resting-state fMRI (rsfMRI) data.
View Article and Find Full Text PDFSpecial Commentary: Cerebral/Cortical Visual Impairment Working Definition: A Report from the National Institutes of Health CVI Workshop.
Ophthalmology
December 2024
Massachusetts Eye & Ear, Boston, Massachusetts; Department of Ophthalmology, Harvard Medical School, Boston, Massachusetts.
Cerebral/cortical visual impairment (CVI), a brain-based condition, has emerged as a leading cause of pediatric visual impairment in the United States and other industrialized nations. The National Eye Institute (NEI) recognized CVI as a priority area for research as part of their 2021 NEI Vision for the Future Strategic Plan and partnered with the Eunice Kennedy Shriver National Institute of Child Health and Human Development and the National Institute of Neurologic Disorders and Stroke within the National Institutes of Health (NIH) to sponsor a CVI Workshop in November 2023. A panel consisting of a group of clinicians with expertise in diagnosing CVI convened to draft a working definition for this condition.
View Article and Find Full Text PDFIdentification of movie encoding neurons enables movie recognition AI.
Proc Natl Acad Sci U S A
November 2024
Department of Neuroscience, Dorris Neuroscience Center, Scripps Research Institute, La Jolla, CA 92037.
Article Synopsis
- The study investigates how the visual system processes and integrates information from short movie clips (200-600 ms), revealing that neurons in the optic tectum can detect these movie durations based on experiences and use a hierarchical algorithm to tune responses.
- Through reverse correlation analysis, researchers found that these neurons respond to families of image sequences and suggest that repetitive circuit motifs in the brain are key to movie detection, drawing parallels between frog brain function and machine learning.
- A machine learning network called MovieNet was developed to mimic these natural encoding principles, outperforming existing image recognition models by more efficiently classifying natural movie scenes with reduced data requirements.
Diagnosis and Care of Children With Cerebral/Cortical Visual Impairment: Clinical Report.
Pediatrics
December 2024
Children's Hospital Los Angeles, Los Angeles, California.
Cerebral/cortical visual impairment (CVI) is a leading cause of pediatric visual impairment in nations with developed economies and is increasing in those with developing economies. Because vision is the predominant sense used for learning, delay in diagnosis of CVI can negatively affect education, making early detection and management important. The American Academy of Pediatrics has published the policy statement "Visual System Assessment in Infants, Children, and Young Adults by Pediatricians" and an accompanying clinical report that are based on identifying potential causes of ocular visual impairment in children.
View Article and Find Full Text PDFWant AI Summaries of new PubMed Abstracts delivered to your In-box?
Enter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!