Cognitive neuroscience research is typically conducted in controlled laboratory environments and therefore its contribution to our understanding of learning in real-world environments is limited. In recent years, however, portable and wearable brain devices have become more readily available for classroom-based research. Complementing existing education research methods, these emerging technologies could provide information about learning processes that might not be reflected in classroom observations or learners’ self-reports. This essay critically evaluates the value added by portable brain technologies in education research and outlines a proposed research agenda, centered around questions related to student engagement, cognitive load, and self-regulation. We also address ethical concerns regarding student privacy and the potential misuse of students’ brain data.

认知神经科学研究通常在受控的实验室环境中进行，因此它对我们在现实世界环境中理解学习​​的贡献是有限的。然而，近年来，便携式和可穿戴大脑设备变得更容易用于课堂研究。作为对现有教育研究方法的补充，这些新兴技术可以提供有关学习过程的信息，而这些信息可能不会反映在课堂观察或学习者的自我报告中。本文批判性地评估了便携式大脑技术在教育研究中的附加价值，并概述了拟议的研究议程，围绕与学生参与、认知负荷和自我调节相关的问题。