Neural signatures of STEM learning and interest in youth
Understanding the neural mechanisms underlying interest in Science, Technology, Engineering, and Mathematics (STEM) and learning is crucial for fostering creativity and problem-solving skills, key drivers of technological and educational growth. Traditional methods of assessing STEM interest are oft...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-05-01
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| Series: | Acta Psychologica |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S0001691825002628 |
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| author | Milton O. Candela-Leal Myriam Alanis-Espinosa Jorge Murrieta-González Jorge de-J. Lozoya-Santos Mauricio A. Ramírez-Moreno |
| author_facet | Milton O. Candela-Leal Myriam Alanis-Espinosa Jorge Murrieta-González Jorge de-J. Lozoya-Santos Mauricio A. Ramírez-Moreno |
| author_sort | Milton O. Candela-Leal |
| collection | DOAJ |
| description | Understanding the neural mechanisms underlying interest in Science, Technology, Engineering, and Mathematics (STEM) and learning is crucial for fostering creativity and problem-solving skills, key drivers of technological and educational growth. Traditional methods of assessing STEM interest are often limited by cultural and human biases, highlighting the need for more objective approaches. This study utilizes Electroencephalography (EEG) to identify neural markers linked to STEM interest and course-specific cognitive demands in young learners enrolled in a specialized private STEM program, including courses such as 3D Design, Programming, and Robotics. Specifically, Power Spectral Density (PSD) and Functional Connectivity (FC) were analyzed within theta, alpha, and beta frequency bands, which are associated with performance monitoring, creativity, and executive functioning. The findings reveal a significant negative correlation between STEM interest and brain activity in the frontal (F3, F4) and prefrontal regions (FP1, FP2) in the theta (r = −0.44, p = 0.2732; r = −0.77, p = 0.0268; r = −0.84, p = 0.0096; r = −0.62, p = 0.0990) and beta bands (r = 0.43, p = 0.2843; r = −0.56, p = 0.1524; r = −0.83, p = 0.0110; r = −0.75, p = 0.0328), indicating engagement in working memory and executive processing. Additionally, course-specific brain activity patterns reveal that Robotics is characterized by denser long-range FC networks, associated with problem-solving, while 3D Design exhibits more sparse yet efficient networks, indicative of creative ideation. A consistent beta band FC pattern between central and left-frontal areas reflects cognitive synchronicity and lateralization. These findings contribute to understanding the neurocognitive markers involved in STEM interest and learning, offering a framework for assessing and fostering engagement in STEM education through objective, neuroscience-based approaches. |
| format | Article |
| id | doaj-art-2ffc934d0dfc46ffb4a955976cd7f6b8 |
| institution | OA Journals |
| issn | 0001-6918 |
| language | English |
| publishDate | 2025-05-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Acta Psychologica |
| spelling | doaj-art-2ffc934d0dfc46ffb4a955976cd7f6b82025-08-20T02:11:41ZengElsevierActa Psychologica0001-69182025-05-0125510494910.1016/j.actpsy.2025.104949Neural signatures of STEM learning and interest in youthMilton O. Candela-Leal0Myriam Alanis-Espinosa1Jorge Murrieta-González2Jorge de-J. Lozoya-Santos3Mauricio A. Ramírez-Moreno4Mechatronics Department, School of Engineering and Sciences, Tecnologico de Monterrey, Av. Eugenio Garza Sada 2501 Sur, Monterrey 64849, MexicoMechatronics Department, School of Engineering and Sciences, Tecnologico de Monterrey, Av. Gral Ramón Corona No 2514, Colonia Nuevo México, Zapopan 45201, MexicoMachineCare Education, Plaza Remax Carretera Nacional, Encino Supermanzana Col km. 266.5-2do piso Local 20, Monterrey 64987, MexicoMechatronics Department, School of Engineering and Sciences, Tecnologico de Monterrey, Av. Eugenio Garza Sada 2501 Sur, Monterrey 64849, MexicoMechatronics Department, School of Engineering and Sciences, Tecnologico de Monterrey, Av. Eugenio Garza Sada 2501 Sur, Monterrey 64849, Mexico; Corresponding author.Understanding the neural mechanisms underlying interest in Science, Technology, Engineering, and Mathematics (STEM) and learning is crucial for fostering creativity and problem-solving skills, key drivers of technological and educational growth. Traditional methods of assessing STEM interest are often limited by cultural and human biases, highlighting the need for more objective approaches. This study utilizes Electroencephalography (EEG) to identify neural markers linked to STEM interest and course-specific cognitive demands in young learners enrolled in a specialized private STEM program, including courses such as 3D Design, Programming, and Robotics. Specifically, Power Spectral Density (PSD) and Functional Connectivity (FC) were analyzed within theta, alpha, and beta frequency bands, which are associated with performance monitoring, creativity, and executive functioning. The findings reveal a significant negative correlation between STEM interest and brain activity in the frontal (F3, F4) and prefrontal regions (FP1, FP2) in the theta (r = −0.44, p = 0.2732; r = −0.77, p = 0.0268; r = −0.84, p = 0.0096; r = −0.62, p = 0.0990) and beta bands (r = 0.43, p = 0.2843; r = −0.56, p = 0.1524; r = −0.83, p = 0.0110; r = −0.75, p = 0.0328), indicating engagement in working memory and executive processing. Additionally, course-specific brain activity patterns reveal that Robotics is characterized by denser long-range FC networks, associated with problem-solving, while 3D Design exhibits more sparse yet efficient networks, indicative of creative ideation. A consistent beta band FC pattern between central and left-frontal areas reflects cognitive synchronicity and lateralization. These findings contribute to understanding the neurocognitive markers involved in STEM interest and learning, offering a framework for assessing and fostering engagement in STEM education through objective, neuroscience-based approaches.http://www.sciencedirect.com/science/article/pii/S0001691825002628Brain activityChildrenEEGSTEM educationEducational neuroscienceFunctional connectivity |
| spellingShingle | Milton O. Candela-Leal Myriam Alanis-Espinosa Jorge Murrieta-González Jorge de-J. Lozoya-Santos Mauricio A. Ramírez-Moreno Neural signatures of STEM learning and interest in youth Acta Psychologica Brain activity Children EEG STEM education Educational neuroscience Functional connectivity |
| title | Neural signatures of STEM learning and interest in youth |
| title_full | Neural signatures of STEM learning and interest in youth |
| title_fullStr | Neural signatures of STEM learning and interest in youth |
| title_full_unstemmed | Neural signatures of STEM learning and interest in youth |
| title_short | Neural signatures of STEM learning and interest in youth |
| title_sort | neural signatures of stem learning and interest in youth |
| topic | Brain activity Children EEG STEM education Educational neuroscience Functional connectivity |
| url | http://www.sciencedirect.com/science/article/pii/S0001691825002628 |
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