NEUROSCIENCE OF ERROR: HOW FAILURE CONTRIBUTES TO LEARNING WITH TECHNOLOGY

Abstract

This study addressed the relationship between neuroscience, education, and technology, focusing on the neuroscience of error and immediate feedback provided by educational technologies, investigating how these interactions influence the learning process. The central research question aimed to understand how failure, combined with immediate feedback, contributes to cognitive development in students. The general objective was to analyze the impacts of the neuroscience of error and immediate feedback from technologies on enhancing learning. The methodology used was exclusively bibliographic research, analyzing works and studies by renowned authors in neuroscience, educational technologies, and pedagogy. The development discussed how error activates essential neural circuits for learning and how immediate feedback accelerates the correction process, facilitating student adaptation. It was found that integrating these elements creates more effective and personalized learning, enabling students to quickly correct their mistakes. The final considerations highlighted that, although the results showed a positive relationship between error, neuroscience, and immediate feedback, further research is needed, especially in diverse educational contexts, to deepen the understanding of technologies and their practical applications.