Abstract:

This study aims to examine and compare the effects of active learning methodologies grounded in serious games, on the learning process within a university context, using neurotechnological tools. The analysis of neurophysiological data focuses on core learning-related variables, including attention, interest, stress, and emotional engagement. The neurotechnologies employed include skin conductance response (SDR), electroencephalography (EEG), and eye tracking, which enable the assessment of various dimensions of cognitive processing, such as emotional response, neural electrical activity, and visual attention patterns. This study represents a significant advancement in the academic literature, as it adopts a neuroeducational perspective by integrating neuroscientific measurement techniques to objectively assess cognitive processing during a structured learning experience in a university master’s program. These variables are examined within a traditional in-person educational setting, providing meaningful insights into how active methodologies (specifically serious games and role-playing) affect cognitive processes associated with learning. The results enable the quantitative measurement and comparison of core learning variables through specific neural signals, offering a detailed and rigorous evaluation of the impact of each active methodology in an educational setting.

Keywords:

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