Abstract:

The purpose of this study is to examine and compare the impact of two active learning methodologies (gamification and role-playing) in a face-to-face university setting through the use of neurotechnologies. This approach represents an innovative contribution to the academic literature, as it integrates neuroscientific tools to assess cognitive processing during a specific learning experience within a university master’s program. The neurotechnologies employed include galvanic skin response (GSR), electroencephalography (EEG), and eye tracking, which allow for the analysis of different components of cognitive processing, such as emotional response, electrical brain activity, and visual attention patterns. The analysis of neurophysiological recordings focuses on key learning-related variables, including attention, interest, stress, and emotional connection or engagement. Assessing these factors in a face-to-face educational context provides valuable insights into how gamification and role-playing influence students’ cognitive processes. The results enable the quantitative measurement and comparison of these key learning variables based on specific brain signals, offering a detailed understanding of the impact of each active methodology in a face-to-face learning environment.

Keywords:

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