AECT 2016 presentation slides.

1. What can Educational
Neuroscience Research Tell us
about Geriatric Learners?
JoAnne Dalton Scott, M.S.
Enilda Romero-Hall, Ph.D.

2. Overview
• Define Geriatric Learners
• Discuss Cognitive Aging
• Myths and Misconceptions about Geriatric Learners
• Potential Contributions of Educational Neuroscience
• Geriatric Learners [Teaching & Learning]
• Low Cost EEG
• Current Research
• Conclusion

3. Introduction
• Beliefs about Older Adults
• Advance in Medical Technologies
• Aim of this Paper

4. Statistics
• 2013 = 44.7 Million
• 2050 = 83.7 Million

5. Who are Geriatric Learners?
• Based on:
• Social Security, Medicare, and Health Standards
• Psychological Theories about Aging
• Biologically
• Our definition:
• Individual 65 yrs. or older
• Involved in learning activities
• Third Age

6. Cognitive Aging
Natural process of neural decline
Neurogenesis

7. Cognitive Aging
Natural process of neural decline
Neurogenesis Neuroplasticity

8. Cognitive Aging
Natural process of neural decline
Neurogenesis Neuroplasticity
Cognitive
Scaffolding

9. Myths and Misconceptions
• Everyone becomes senile as they age:
Researchers have identified variables such as
exercise (Rabipour & Raz, 2012; Whalley et al.,
2004; Wirth, Haase, Villeneuve, Vogel, & Jagust,
2014), nutrition (Liebman, 2014), cognitive
stimulation (Rabipour & Raz, 2012; Wirth et al.,
2014), meditation (Rabipour & Raz, 2012), and
leisure activities (Liebman, 2014; Whalley et al.,
2004) that can change how our brains evolve as we
age

10. Myths and Misconceptions
• Geriatric individuals do not need to
learn new things
However, research has shown the numerous
benefits of geriatric learning programs to the
overall health of the elderly, which include
increased social contact, enhanced coping
mechanisms, physical and mental stimulation, and
creative expression (Escolar Chua & de Guzman,
2014a, 2014b; Li & Southcott, 2015).

11. Myths and Misconceptions
• Geriatric individuals cannot learn new
things
The reality is that many aging adults are still
mentally and physically alert and looking for
opportunities to continue learning and to keep
their minds active. Learning is a very important
successful aging strategy and through
participation in lifelong education, older adults
can achieve a higher quality of life (Li & Southcott,
2015).

12. Advances in Educational
Neuroscience
MRI

13. Advances in Educational
Neuroscience
MRI
fMRI

14. Advances in Educational
Neuroscience
MRI
fMRI
EEG

15. Advances in Educational
Neuroscience
Language and Reading
(McKay, Fischler, & Dunn, 2002)
Problem Solving
(Jausovec, 1997)
Cognitive Load
(Antonenko et al., 2010; Lamberts et al., 2000; Stipacek, Grabner, Neuper, Fink, & Neubauer, 2003)
Affective Processing in Learning
(Rodriguez, Rey, & Alcañiz, 2013)
Serious Games and Virtual Reality
(Ninaus et al., 2014)
Computer- and Web- based Learning
(Romero, 2014)

16. High Tech
Tools
Plasticity
Adaptation
Re-Organization
Information
Processing
Society Evolves
Context Changes
Education
Research
Theoretical Framework
Research Design

17. Low Cost EEG
“Can provide a simple
method for recording
the electrical activity
of the brain without
compromising the
quality of data
recorded.”

18. Current Research
Research
Design
Participants
Tasks

19. Conclusion
Appropriate for Older AdultsDesign & Development
• Successful Learning
Improve Teaching PracticeInstructional Designers
• Better Serve Geriatric Learners
Inclusion of the Aging IndividualsSociety
• Diverse Learning Groups

20. Questions?
Contact Information:
JoAnne Dalton Scott, M.S.
joanne.scott@spartans.ut.edu
Enilda Romero-Hall, Ph.D.
eromerohall@ut.edu
@eromerohall [Twitter]