Design instruction using educational neuroscience to develop attention, working memory, and mood¶
Design · All designs
Evidence · 3 claims (3 for) · 1 study (1 causal),q3· 1 of 1 report an effect size · 3 claims rest on one study
Description¶
The article argues that because attention, working memory, and mood are foundational and interrelated for learning, teachers should draw on educational neuroscience when designing instructional models. In the discussion it states that "teachers are encouraged to utilize the neurocognitive-based model (5P) since it has been found to be capable of developing the attention, working memory, and mood of students", and that teachers should provide sufficient opportunities for students to develop these domains. The principle rests on the study's randomized comparison showing 5P outperforming 5E.
Design Implications¶
Context¶
Requirements¶
- Teacher understanding of how the brain receives and saves information; an instructional model whose syntax deliberately targets attention, working memory, and mood
Constraints¶
- Evidence base is a single six-week study in Thai Grade 9 science classes; the mood effect was the smallest of the three outcomes
Target Learners¶
- Grade 9 secondary students
Learning Goals¶
- attention
- working memory
- mood
- long-term retention of knowledge
Claims¶
- 5P Model Improves Attention Accuracy [+M]
- 5P Model Improves Working Memory Accuracy [+M]
- 5P Model Improves Mood Smaller Effect [+M]
Related Designs¶
Examples¶
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Key Sources¶
- Srikoon, S., Bunterm, T., Nethanomsak, T., & Ngang, T. K. (2017). A comparative study of the effects of the neurocognitive-based model and the conventional model on learner attention, working memory and mood. Malaysian Journal of Learning and Instruction, 14(1), 83-110. https://mjli.uum.edu.my
Page metadata
| Field | Value |
|---|---|
type |
design |
id |
neuroscience-informed-instructional-design-principle |
title |
Design instruction using educational neuroscience to develop attention, working memory, and mood |
description |
The article argues that because attention, working memory, and mood are foundational and interrelated for learning, teachers should draw on educational neuroscience when designing instructional models. |
status |
review |
generated |
by process:settle-candidates on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — srikoon-et-al-2017 |
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