The potential of artificial intelligence in improving student learning and well-being: innovative pedagogical practices from an educational neuroscience
DOI:
https://doi.org/10.18050/psiquemag.v13i2.3138Keywords:
Educational neuroscience, artificial intelligence, pedagogical practices, learningAbstract
This article seeks to provide a comprehensive overview of the intersection between educational neuroscience, artificial intelligence, and innovative pedagogical practices. The present literature review is based on a qualitative approach, which seeks to analyze and understand the nature and complexity of the integration of educational neuroscience, artificial intelligence, and innovative pedagogical practices in the educational context. The integration of artificial intelligence in the educational field opens up a range of possibilities to improve both student learning and well-being. This technological advancement promises unprecedented personalization in teaching, effectively adapting to the individual needs of each student. This integration has important implications for education, as it can lead to the creation of more effective and personalized learning systems, which can improve student learning and well-being. Although artificial intelligence can offer benefits in terms of efficiency and adaptability, it should not replace the emotional and social connection that educators establish with their students. It is essential that this integration is carried out in an ethical and careful manner, where the well-being and comprehensive development of students are prioritized in a balanced and enriching educational environment.
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