Abstract:

This study focuses on investigating the multiple possibilities and opportunities offered by the use of neurotechnologies in university education in the social sciences. By including the teaching of neurotechnologies, it seeks not only to orient students in their social application, but also to highlight the ethical limitations linked to their use. It also seeks to connect the post-digital challenges and innovations posed by the use of neurotechnologies in education, along with the ethical implications and the need for a responsible integration of these technologies in the educational environment. The proposal to create a neuroscience teaching laboratory in the social sciences university setting includes the incorporation of technologies such as eye-tracking, monitoring of brain, cardiac and muscle biological signals (EEG, ECG and EMG), and measurement of transdermal activity (EDA), using mobile devices, webcams or virtual reality goggles. These biomedical devices are designed to allow real-time analysis of biological signals and data collection in the educational context, with the aim of providing information on brain activity in response to behaviors studied in areas such as marketing, economics and/or finance, supporting consumer theories or decisions of different economic agents.

This paper will present three teaching experiences of the use of neurotechnologies in business and economics degrees. The first experience was aimed at the activities of the Science Night "Applied Market Research", and the second experience was a workshop presented at the IV Innovation Fair entitled "Exploring in the Mind of the Consumer", both held at the Faculty of Economics and Business Administration. The third experience focused specifically on the teaching of the subjects of Products, Brands and Prices of the Marketing degree and Macroeconomics of the Tourism degree on the consumer's perception of tourist package information. The three activities were designed to offer a detailed perspective on how eye-tracking technology and the economic and business social sciences converge to decipher our behaviors and help companies create more effective strategies. Students not only gained theoretical knowledge, but also practiced using neurotechnology focused on analyzing visual responses. The interest and participation of the attendees underlined the relevance and attractiveness of neuromarketing and neurotechnology in other areas of knowledge in business and economics today, offering a science-based tool that can be implemented in the classroom.

Keywords:

Neurotechnology, eyetracking, visual answers, teaching experiences.