Abstract

With the recent advent of cognitive and affective neuroscience, it has become possible to document both the cognitive mechanisms that are automatic and fast as well as the affective mechanisms that are implicit and fine-tuned in nature by measuring their neural underpinnings. Current educational theories of motivation should be expanded to account for the role of implicit processing. This renewed focus on nonconscious processing in the of motivation would yield new insights into student emotion, cognition and motivation, leading to significant implications for designing motivationally adaptive learning environment. In this talk, the contemporary neuroeducational research on various motivational variables such as interest, competence, feedback, competition, autonomy, and achievement goals will be presented. It also addresses unique features of the novel approach called “neuroeducation” that distinguishes itself from the basic cognitive neuroscience or affective neuroscience.