Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 18-24, 2025

https://doi.org/10.62574/rmpi.v5i1.282

Strategies in neuroeducation and emotion-based learning for classroom

motivation

Estrategias en neuroeducación y aprendizaje basado en la emoción para

la motivación en el aula

Susana Paola Palma-Menéndez

susanappm@gmail.com

Ministerio de Educación, Zonal 4, Distrito 13D02, Jaramijó-Manta-Montecristi, Manabí, Ecuador

https://orcid.org/0009-0006-7810-2287

María Obdulia Rizzo-Andrade

maria.rizzo@educacion.gob.ec

Ministry of Education. Zone 4, District 13D02 Manta, Manabí Ecuador

https://orcid.org/0009-0004-3145-8783

Marcia Adriana Vera-Rivera

marciaa.vera@educacion.gob.ec

Ministry of Education. Zone 4, District 13D02 Manta, Manabí Ecuador

https://orcid.org/0009-0006-8574-3955

Stella Mariuxi Palacios-Alonzo

maripal71@hotmail.com

Koinonia Research Network, Portoviejo, Manabí Ecuador

https://orcid.org/0009-0005-3416-5043

ABSTRACT

Neuroeducation and emotion-based learning represent complementary approaches that seek to

optimise the teaching and learning processes, with an emphasis on motivation in the classroom.

This study aims to describe the strategies in neuroeducation and emotion-based learning. A

descriptive-documentary methodology was applied, reviewing 25 scientific sources published

between 2018 and 2024. The results show that neuroeducational strategies, such as the use of

neuroscientific principles and recreational activities, improve cognitive processes such as

attention and memory. Meanwhile, emotion-based learning encourages active participation and

engagement through the generation of positive emotions. It is concluded that the integration of

both approaches promotes a positive learning environment, strengthens the teacher-student

relationship and maximises academic performance.

Descriptors: neuropsychology; educational psychology; educational psychosociology. (Source:

UNESCO Thesaurus).

RESUMEN

La neuroeducación y el aprendizaje basado en la emoción representan enfoques

complementarios que buscan optimizar los procesos de enseñanza y aprendizaje, con un

énfasis en la motivación en el aula. Este estudio tiene como objetivo describir las estrategias en

neuroeducación y aprendizaje basado en la emoción. Se aplicó una metodología descriptivo-

documental, revisando 25 fuentes científicas publicadas entre 2018 y 2024. Los resultados

evidencian que las estrategias neuroeducativas, como el uso de principios neurocientíficos y

actividades lúdicas, mejoran procesos cognitivos como la atención y la memoria. Por su parte,

el aprendizaje basado en la emoción fomenta la participación activa y el compromiso mediante

la generación de emociones positivas. Se concluye que la integración de ambos enfoques

promueve un ambiente de aprendizaje positivo, fortalece la relación docente-estudiante y

maximiza el rendimiento académico.

Descriptores: neuropsicología; psicología de la educación; psicosociología de la educación.

(Fuente: Tesauro UNESCO).

Received: 27/12/2024. Revised: 03/01/2025. Approved: 08/02/2025. Published: 27/02/2025.

articles section

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 18-24, 2025

Estrategias en neuroeducación y aprendizaje basado en la emoción para la motivación en el aula

Strategies in neuroeducation and emotion-based learning for motivation in the classroom

Susana Paola Palma-Menéndez

María Obdulia Rizzo-Andrade

Marcia Adriana Vera-Rivera

Stella Mariuxi Palacios-Alonzo

INTRODUCTION

Neuroeducation is presented as an interdisciplinary field that combines neuroscience,

psychology and education to optimise teaching and learning processes, according to Chen et al.

(2022), neuroscientific principles can be applied in areas such as reinforcement learning, which

allows predicting reward-driven behaviours. Although this approach is not directly focused on

the classroom, its application in predicting learning trajectories can be useful for personalising

educational strategies. On the other hand, Halkiopoulos & Gkintoni (2024), mention that the use

of artificial intelligence (AI) in personalised learning, based on cognitive neuropsychology.

Consequently, neurolearning, as described by Pupo (2023), integrates human activity and

ecosophy to promote a holistic view of learning, highlighting the importance of connecting

learning with the environment and emotions, which fosters a deeper and more meaningful

integration of knowledge. Furthermore, Leisman (2022) argues that neuroscience in education

still faces challenges in building a solid bridge between research and practice. However, he

emphasises that understanding how the brain processes information can help teachers design

more effective strategies, especially when considering emotions as an important factor in

learning.

Another critical aspect in neuroeducation is the persistence of neuromyths, as Torrijos-Muelas

et al. (2021) point out, these myths, such as the idea that we only use 10% of our brain or that

students have specific learning styles (visual, auditory, kinaesthetic), can limit the effective

implementation of evidence-based strategies. It is therefore essential that educators are trained

to distinguish between myths and actual scientific results. On the other hand; in the field of

mathematics, Lekati & Doukakis (2023) explore how neuroeducation can transform educational

practices, although their vision does not directly include emotions, they highlight that

understanding the cognitive processes underlying mathematical learning can improve teaching

and student motivation.

On the other hand; an innovative approach is that of Ortega-Sierra et al. (2022), who propose

neurorehabilitation programmes in neurosurgical patients, although their main application is not

in the classroom, these programmes highlight the importance of neuroeducation in therapeutic

contexts, which could inspire educational strategies for students with special needs. In addition,

Schmied et al. (2021) address the acceptability of neuroscientific interventions in education.

Thus, it is proposed as a research objective to describe strategies in neuroeducation and

emotion-based learning for motivation in the classroom.

METHOD

A descriptive-documentary research was applied, which is based on the review and analysis of

secondary sources to collect, systematise and analyse information on strategies in

neuroeducation and emotion-based learning for motivation in the classroom. The

methodological stages developed are detailed below:

A search of scientific literature published between 2018 and 2024 was conducted using

academic databases such as Scopus, Web of Science, PubMed and Google Scholar.

Twenty-five references were collected and organised into a database. This stage allowed us to

identify patterns and trends in the literature reviewed.

A qualitative analysis of the documents was carried out, using content analysis techniques to

identify strategies in neuroeducation and emotion-based learning, as well as their impact on

motivation in the classroom.

The results were organised in a comparative table (Table 1) summarising the strategies

identified, their authors and their impact on motivation in the classroom. This systematisation

made it possible to visualise in a clear and structured way the contributions of each study to the

field of neuroeducation and emotion-based learning.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 18-24, 2025

Estrategias en neuroeducación y aprendizaje basado en la emoción para la motivación en el aula

Strategies in neuroeducation and emotion-based learning for motivation in the classroom

Susana Paola Palma-Menéndez

María Obdulia Rizzo-Andrade

Marcia Adriana Vera-Rivera

Stella Mariuxi Palacios-Alonzo

A critical reflection was made on the results presented in table 1, contrasting the proposed

strategies with the current needs of the educational context.

As this was a documentary study, no human subjects were involved and no primary data

collection was required. However, copyright was respected and all sources used were properly

cited, following APA standards (7th edition) to ensure academic integrity.

RESULTS

Strategies in neuroeducation and emotion-based learning complement each other to foster

motivation in the classroom, while neuroeducation focuses on cognitive processes such as

memory, attention and active learning, emotion-based learning uses emotions as a catalyst to

enhance the educational experience; in this sense, a comparative analysis is presented in table

Table 1. Strategies in neuroeducation and emotion-based learning for classroom motivation.

Author(s)

Strategies in

neuroeducation

Emotion-based learning

Impact on classroom

motivation

Araya-Pizarro &

Espinoza Pastén

(2020)

Use of neuroscientific

principles to design

educational activities.

Recognition of emotions

as a basis for meaningful

learning.

Improved attention and

memory in students.

Baena-Extremera

et al. (2021)

Integration of physical

activity with neuroeducation.

Promotion of positive

emotions through

physical activity.

Increasing intrinsic

motivation in physical

education.

Carrillo-Cusme &

Zambrano-

Montes (2021)

Application of neurodidactic

strategies such as games

and dynamics.

Use of emotions to

encourage active

participation.

Increased interest and

participation in the

classroom.

Cedeño et al.

(2024)

Focus on psychological

processes such as memory

and attention.

Emotional regulation to

optimise learning.

Improved information

retention and academic

performance.

Dubinsky &

Hamid (2024)

Active learning based on

neuroscience.

Generating positive

emotions through direct

interaction.

Increased motivation

and engagement of

students.

Espinoza-

Rodríguez et al.

(2024)

Neurodidactic strategies for

experimental sciences.

Use of emotions to

connect abstract

concepts with real

experiences.

Improving meaningful

learning in science.

Figueroa &

Farnum (2020)

Neuroeducational

interventions to overcome

learning difficulties.

Using emotions to reduce

anxiety in learning.

Increasing confidence

and motivation in

children with difficulties.

Gola et al. (2022)

Developing the 'teaching

brain' to improve teaching.

Recognition of student

emotions to personalise

teaching.

Improvement of the

teacher-student

relationship and

motivation.

Jolles & Jolles

(2021)

Neuroscience literacy for

educators.

Understanding the

relationship between

emotions and learning.

Increased teaching

effectiveness and

student motivation.

Mora-Arístega

(2022)

Neurolearning as a tool for

improving teaching practice

Using emotions to create

a positive learning

environment .

Increased motivation

and academic

performance.

Pherez et al.

(2018)

Neuroeducational tools to

improve teaching practice.

Generating positive

emotions to facilitate

learning.

Improving students'

disposition towards

learning.

Sosa et al. (2022)

Relationship between

neuroscience, motivation

and self-regulation.

Using emotions to

promote self-regulation in

learning.

Increase in students'

autonomy and

motivation.

Vargas-Tipula et

al. (2024)

Neuroscience-based

strategies to personalise

learning.

Use of emotions to

connect learning to

previous experiences.

Improved motivation

and meaningful

learning.

Source: Own elaboration.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 18-24, 2025

Estrategias en neuroeducación y aprendizaje basado en la emoción para la motivación en el aula

Strategies in neuroeducation and emotion-based learning for motivation in the classroom

Susana Paola Palma-Menéndez

María Obdulia Rizzo-Andrade

Marcia Adriana Vera-Rivera

Stella Mariuxi Palacios-Alonzo

Neuroeducational strategies are based on the application of neuroscientific principles to the

design of learning experiences, which optimise essential cognitive processes such as attention,

memory and information retention. Therefore, Araya-Pizarro & Espinoza Pastén (2020) affirm

the importance of these strategies for structuring educational activities that favour meaningful

learning. Baena-Extremera et al. (2021) and Carrillo-Cusme & Zambrano-Montes (2021)

propose the integration of physical activities and playful dynamics as neurodidactic tools that

promote the active participation and interest of students.

Likewise, the development of the "teaching brain" (Gola et al., 2022) and neuroscientific literacy

for educators (Jolles & Jolles, 2021) emerge as elements for teacher professionalisation, these

proposals allow educators to understand the neurobiological foundations of learning and adapt

their pedagogical practices more effectively, which has a direct impact on the motivation and

performance of students, in this sense, teacher training in neuroeducation is articulated as a

priority need for the improvement of educational processes.

Emotion-based learning is presented as a central axis in the construction of meaningful

educational experiences, the authors agree that positive emotions play a fundamental role in

facilitating learning and improving academic performance, therefore, Dubinsky & Hamid (2024)

and Pherez et al. (2018), comment that the generation of positive emotions, through direct

interaction and neuroeducational tools, increases commitment and willingness to learn.

Similarly, emotional recognition and regulation (Cedeño et al., 2024; Gola et al., 2022) are

essential strategies to personalise teaching and optimise educational outcomes.

In the field of learning difficulties, Figueroa & Farnum (2020), promote the use of emotions to

reduce anxiety and foster confidence in students, which results in an increase in intrinsic

motivation. From the above, the importance of emotions is highlighted not only as facilitators of

learning, but also as mediators in overcoming emotional barriers that limit academic

performance.

The impact of these strategies on student motivation is evident in the results reported by the

authors. The improvement of cognitive processes such as attention, memory and information

retention (Araya-Pizarro & Espinoza Pastén, 2020; Cedeño et al., 2024) translates into greater

interest and active participation in the classroom (Carrillo-Cusme & Zambrano-Montes, 2021).

Likewise, the promotion of positive emotions and the connection of learning with previous

experiences (Vargas-Tipula et al., 2024) contribute to more meaningful and autonomous

learning (Sosa et al., 2022).

In terms of interpersonal relationships, the personalisation of teaching based on emotional

recognition (Gola et al., 2022) strengthens the teacher-student relationship, which in turn

increases intrinsic motivation, reinforcing the idea that a positive learning environment, as

proposed by Mora-Arístega (2022), is essential to maximise students' academic performance

and engagement.

CONCLUSION

Neuroeducation and emotion-based learning effectively complement each other to foster

motivation in the classroom, optimising cognitive processes such as attention and memory,

while emotions act as catalysts for deeper and more meaningful learning. The integration of

playful activities, dynamics and neurodidactic tools promotes students' active participation and

interest, while the generation of positive emotions and their regulation increases engagement

and information retention. Teacher professionalisation in these areas allows for the adaptation

of pedagogical practices, strengthening the teacher-student relationship and creating a positive

learning environment that maximises academic performance.

Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 18-24, 2025

Estrategias en neuroeducación y aprendizaje basado en la emoción para la motivación en el aula

Strategies in neuroeducation and emotion-based learning for motivation in the classroom

Susana Paola Palma-Menéndez

María Obdulia Rizzo-Andrade

Marcia Adriana Vera-Rivera

Stella Mariuxi Palacios-Alonzo

FUNDING

Non-monetary

CONFLICT OF INTEREST

There is no conflict of interest with persons or institutions involved in research.

ACKNOWLEDGEMENTS

To Ecuadorian teachers for their important work in the growth of youth.

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Revista Multidisciplinaria Perspectivas Investigativas 
Multidisciplinary Journal Investigative Perspectives  
Vol. 5(1), 18-24, 2025 
Estrategias en neuroeducación y aprendizaje basado en la emoción para la motivación en el aula 
Strategies in neuroeducation and emotion-based learning for motivation in the classroom 
Susana Paola Palma-Menéndez 
María Obdulia Rizzo-Andrade 
Marcia Adriana Vera-Rivera 
Stella Mariuxi Palacios-Alonzo 
 
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Revista Multidisciplinaria Perspectivas Investigativas

Multidisciplinary Journal Investigative Perspectives

Vol. 5(1), 18-24, 2025

Estrategias en neuroeducación y aprendizaje basado en la emoción para la motivación en el aula

Strategies in neuroeducation and emotion-based learning for motivation in the classroom

Susana Paola Palma-Menéndez

María Obdulia Rizzo-Andrade

Marcia Adriana Vera-Rivera

Stella Mariuxi Palacios-Alonzo

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