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Chen, O., & Kalyuga, S. (2020). Cognitive Load Theory, Spacing Effect, and Working Memory Resources Depletion: Implications for Instructional Design. In Form, Function, and Style in Instructional Design: Emerging Research and Opportunities (pp. 1-26). IGI Global.
https://doi.org/10.4018/978-1-5225-9833-6.ch001

has been cited by the following article:

• TITLE: How Neuroscience Can Enhance Active Learning and Teaching in Practice: An Overview

  AUTHORS: Latifa Rahman

  KEYWORDS: Neuroscience, Active Learning, Teaching, Learning Process, Student Support, Effective Pedagogy through Neuroscience

  JOURNAL NAME: Open Journal of Social Sciences, Vol.14 No.3, March 26, 2026

  ABSTRACT: This article discusses that applying principles from neuroscience, specifically neuroplasticity, can significantly enhance active learning and teaching practices. By leveraging the brain’s capacity for adaptive structural and functional changes, educators can promote deeper cognitive engagement with classroom learning outcomes. The extended human developmental period supports the acquisition of essential skills for complex brain maturation. Neuroscience provides educators with insights into learning mechanisms, supporting student achievement. This framework examines learning and memory neuroscience, focusing on how these processes can be leveraged in education. The article explores key concepts such as neuroscience in education, the brain’s role in teaching and learning, neurodiversity and inclusive education practices, integrating neuroplasticity into curriculum content, and neuroeducational strategies for effective pedagogy. Ultimately, advances in understanding learning can foster new perspectives that actively engage students in their own education.