The effect of brain-compatible electronic learning environment design pattern on the components of executive functions

In recent decades, in the field of education, various approaches related to educational processes have emerged. Brain-based learning is one of these theories that has attracted the attention of many education experts. By emphasizing the brain and how it works and linking it with learning processes, this theory has brought new topics into the educational field. Paying attention to the various dimensions of this theory and its connection with educational processes and, accordingly, progress in the field of education seems essential. The use of educational technologies cannot be effective without considering educational design patterns and educational approaches. Based on this, educational principles have always been considered in the design of the electronic learning environment. The training process should be designed and planned in such a way that it seeks to create changes in the brain and its scientific results can be observed in behavior. The purpose of this research was the effect of braincompatible electronic learning environment design pattern on the components of executive functions (cognitive flexibility, working memory and response inhibition) of students. Research questions: The research questions are: Does the design pattern of electronic learning environment compatible with the brain have an effect on cognitive flexibility؟ Does the design pattern of electronic learning environment compatible with the brain have an effect on working memory? Does the design pattern of electronic learning environment compatible with the brain have an effect on response inhibition?

The research method was a semi-experimental pre-test-post-test design with a control group. The statistical population included all 5th grade students, 30 of them (15 in the experimental group and 15 in the control group) were selected as samples by cluster sampling. The experimental group was trained using the six-component model of electronic learning adapted to the brain (attention, Genrate, emotion, spacing learning, environmental factors and social factors) during six sessions in the Nearpod electronic interactive environment. Data were analyzed by covariance method. The data collection tool included Brief Executive Functions Questionnaire (2000). The components of this questionnaire included behavior regulation skills: response inhibition, cognitive flexibility, emotion control and metacognitive skills: planning, organizing materials, monitoring, working memory, initiation.

The findings of the research showed that the model of electronic learning environment compatible with the brain has an effect on the components of executive functions (cognitive flexibility, response inhibition and working memory) (p<0.001).

Based on this, it can be concluded that teachers can use the model of electronic learning environment in the design of different academic courses.