Abstract:

The aim of this study is to explore and analyse the impact of the active Role-Playing methodology on the learning process in a face-to-face university setting, using neurotechnology. This approach represents an innovation in academic literature, as it employs neuroscience technologies to measure cognitive processing during a specific academic experience within a university master's program. The neurotechnologies used in the study include skin conductance response (GSR), electroencephalography (EEG), and eye tracking. These tools allow for the measurement of different aspects of cognitive processing, such as emotional response (GSR), brain electrical activity (EEG), and gaze patterns (eye tracking). The analysis of brain records focuses on key learning variables, such as attention, interest, stress, and emotional connection (engagement). These aspects are evaluated in the context of a face-to-face educational environment, providing valuable insights into how the active Role-Playing methodology influences these cognitive processes. The results obtained enable the quantification of the value of key learning variables through specific brain signals, offering detailed information on the impact of the active methodology in a face-to-face monitoring format. Additionally, the study identifies key aspects of the Role-Playing methodology for this specific environment, providing valuable information for designing and improving future learning experiences.

Keywords:

Neuroeducation, neurotechnology, learning, active methodology, educational innovation, role-playing.