Of course: the main role in learning is played by the brain. The science of neurodidactics has developed from the question of how exactly our brain works during this process. In this article, we look at how you can use the findings of neurodidactics when creating smart online courses.
Something completely new
Neurodidactics is a relatively young field of research that operates at the interface between neuroscience, psychology, and pedagogy. Its goal is to design learning processes so that they optimally correspond to the natural workings of our brain. This is a great thing, because if you as a course creator or author understand these processes, you can apply them when designing your courses and learning content, thereby sustainably increasing the learning success of your participants.
This is how learning works in the brain
Learning is a highly complex process deeply rooted in the structures of our brain. It is important to note: neurodidactics does not provide magic formulas, but explanatory models. It does not replace proper pedagogical planning, but complements it with a better understanding of biological learning processes. Neurodidactic principles only unfold their impact in combination with clear learning objectives and a methodical structure.
Of course, the whole thing is terribly complicated, and you certainly don't have time to study neurology for five years, but it helps immensely to understand the basic biochemical processes in the brain, as they determine how we absorb, process, store, and retrieve information. We'll do a quick run-through here.
The neural basis of learning: Synapses and neuroplasticity
At the center of learning are neurons, which are the nerve cells of the brain. The human brain consists of about 86 billion neurons, connected to one another through a dense network of synapses. Synapses are the contact points between neurons, where information is transmitted in the form of electrical signals and chemical messengers (neurotransmitters). "The synapses are firing" – you have certainly heard this phrase before.
Neuroplasticity describes the brain's ability to change its structure and function over the course of a lifetime. When we learn something new, new synaptic connections are formed or existing connections are strengthened. Repeated practice or intensive learning leads to certain synaptic connections becoming stronger and more stable, making it easier to retrieve information.
Let's take the example of learning a musical instrument: in the beginning, it is difficult to hit the right keys on a piano, but with time and regular practice, playing becomes smoother. This is simply because the corresponding neural connections in the brain have been strengthened through constant repetition.
Storing information: Short-term and long-term memory
The storage of information in the brain occurs in different phases, which can be roughly divided into short-term memory and long-term memory:
Information we have just absorbed is initially stored in short-term memory. However, this storage is limited, both in its capacity and in the duration for which information can be held there (usually a few seconds to minutes). Without repetition or deeper processing, this information is quickly forgotten.
To retain information permanently, it must be transferred to long-term memory. This happens through consolidation, where the neural connections associated with specific information are strengthened and stabilized. Consolidation primarily occurs during sleep, which is why adequate sleep is essential for effective learning.
The 4 neurodidactic principles in the learning process
1. Attention: The bouncer of learning
Attention plays a central role in the learning process. The brain is constantly confronted with a flood of information absorbed through the senses. To avoid being overwhelmed, our brain's prefrontal cortex filters this information and decides which of it is important enough to be consciously perceived and processed. What gets caught in the filter as "relevant and interesting" takes priority over the superfluous stuff and is forwarded to other parts of the brain for processing.
Attention is limited: distractions, stress, or fatigue impair our attention and make learning more difficult. That is why online courses, for example, should be designed in a way that guides the learners' attention purposefully and avoids distractions.
2. Emotions: The influence of our mood
Emotions and our state of mind during learning play an active role in how well and how long information is stored in our memory. Here, two parts of our brain work together: one (the limbic cortex) is responsible for the emotional processing of what is learned, and the other (the hippocampus) regulates whether what is learned ends up in long-term memory:
Positive emotions, such as joy or interest, have a beneficial effect on learning. They ensure that information is processed more deeply and anchored better in memory. This explains why we remember experiences associated with strong positive emotions particularly well, such as the first day of school or passing an important exam.
Negative emotions, such as stress or fear, can block the learning process on the other hand. In stressful situations, the body releases the hormone cortisol, which makes the formation of long-term memories more difficult.
So, our brain's processes clearly show: learning works best in an emotionally positive environment that fosters motivation and interest.
3. Memory: Being able to retrieve what has been learned
Memory and the retrieval of information is the process by which stored information is brought back into consciousness. Crucial here are the strength and number of neural connections linked to the information: the more often information is repeated or applied, the easier and faster it can be retrieved.
In the brain, it works like this: every time we remember something, this information flows through the neural network again, strengthening the connections. You can think of this process like a path in the woods: the more often someone walks along this path, the firmer, wider, and straighter it becomes (and eventually, it could turn into a road). Regular retrieval and repetition of information (or knowledge) therefore ensures that it is anchored in memory for the long term.
4. Prior Knowledge: The direct connection for new information
Our fabulous brain does not just store individual, isolated pieces of information, but organizes them into complex, interconnected networks. These networks are based on prior knowledge—information and experiences we have already gathered and stored. New knowledge is often linked to this prior knowledge, which makes learning easier.
For example: if you already know how to conjugate a verb in English, it is easier for you to learn new verbs because you can place them into an already existing knowledge network. Without this prior knowledge, you start learning the verb from scratch and will likely take significantly longer to store it.
How to apply the 4 principles in course creation
1. Control the attention
Attention is crucial for successful learning and must be kept under control especially when a torrent of distractions pours down on us in a digital environment. Therefore: design the learning content of your online courses to be clearly structured and visually appealing. With crisp, short learning units, you help your participants block out cognitive overload and keep their focus on the topic of study:
Multimedia elements like videos and interactive tasks increase interest, but must be used thoughtfully to avoid overload.
Quizzes and knowledge checks at strategic points in the course prompt learners to remain active.
Personalized content tailored to the interests and knowledge level of the learners increases their willingness to focus on the learning material.
Through these measures, attention is effectively directed to the essential content, which makes learning more sustainable, and your course participants stay on track.
2. Promote positive emotions
Emotions play a central role in the learning process because they strongly influence motivation and memory. Good feelings like joy and interest promote the absorption and retention of information. Take advantage of this by creating feel-good moments for your course participants:
Incorporate engaging stories and real-world examples in your learning content that most people associate with positive emotions.
Address your course participants personally, and refer to their background (as far as you know it).
Entertain participants with quizzes and motivate them to keep going with rewards. Through appealing images or pleasant background music in your videos, you intensify the emotional experience.
Humor is always a great way to positively connect your learners to you as an instructor, to the course topic, and to the learning process itself. Joy and laughter maintain attention!
Avoid stress-inducing elements in your learning content, as negative emotions—such as those that can be triggered by certain photos—block the willingness to learn.
By specifically targeting positive feelings, learning becomes not only more effective, but also more pleasant and sustainable.
3. Anchor what has been learned in memory
Repetition is essential for anchoring knowledge in the long term. Regular repetition strengthens the neural connections in the brain and makes retrieving information easier:
Incorporate repetition through quizzes, summaries, or practical tasks systematically into your courses to solidify what has been learned.
Spaced repetition, i.e., repeating content at spaced intervals, has proven to be particularly effective. Here, content is repeated at increasingly larger intervals to anchor it in long-term memory.
These methods not only promote understanding, but also significantly improve long-term retention.
4. Support connection with prior knowledge
Connecting to existing knowledge makes learning significantly easier because the brain stores new information better when it is linked to already known concepts:
Begin your e-learning lessons with activation questions or introductory tasks that retrieve the learners' prior knowledge and integrate it into the new learning context.
Examples and scenarios that connect to your learners' real-life experiences make the new material more tangible.
By consciously supporting these connections, the learning material is not only understood more easily, but is also retained longer in memory.
Conclusion: A young science with high potential
Neurodidactics becomes relevant when findings from brain research are consistently translated into concrete pedagogical decisions.
Despite its promising approaches, neurodidactics faces several challenges: individual differences in how people process information are vast, and what works for one learner does not necessarily apply to another. Furthermore, research in this area is still young, and many neurodidactic concepts are not yet sufficiently backed by empirical evidence.
Nevertheless, insights from neurodidactics offer enormous potential to make e-learning more effective and engaging. Particularly at a time when digital learning is becoming increasingly important, neurodidactic principles can help develop educational offerings that not only convey knowledge but also support the brain in an optimal way.
Neurodidactics in e-learning explains to us how we can design learning processes in a brain-friendly and thus more effective way. By consciously steering your course participants' attention, appealing to them emotionally, encouraging repetition, and linking your learning content with their prior knowledge, you will significantly improve your digital learning offer. Your learners will participate in your courses with enthusiasm and gladly return time and again.
Frequently Asked Questions and Answers
What is meant by neurodidactics in e-learning?
Neurodidactics combines findings from brain research, psychology, and pedagogy to better understand learning processes. In e-learning, it helps to design courses so that they optimally support attention, memory, and motivation.
Why are attention and emotions so important for digital learning?
The brain preferentially processes information perceived as relevant or emotionally significant. Positive emotions and focused attention therefore improve the storage and retrieval of learning content.
How does repetition support the long-term storage of knowledge?
Regular repetitions strengthen the neural connections in the brain. Methods like quizzes, summaries, or spaced repetition help to anchor content permanently in long-term memory.
Why should new knowledge be linked to existing prior knowledge?
The brain stores information more easily when it connects to existing knowledge networks. Practical examples, activation questions, and familiar situations therefore facilitate the understanding and retention of new content.
