RELACIÓN ENTRE LAS ESTRATEGIAS INSTRUCCIONALES DEL APRENDIZAJE ACTIVO Y EL NEUROMARKETING

Abstract

Neuromarketing studies the implicit brain processes from the moment the customer's attention is captured for the acquisition of a product until its purchase. In turn, Cognitive Neuroscience deals with the scientific study of brain processes related to cognition. Many Learning Theories establish that this occurs if the student's attention is captured and maintained, which is increasingly difficult to achieve given the diversity of interests in a classroom. Today, through neuroimaging, it has been determined that there are biological reasons to capture attention and to develop friendly instructional environments in which the release of neurotransmitters such as dopamine is favored, allowing neuronal connections that will carry information to the thinking brain. Although these are complex processes that have not been fully deciphered, it is not unreasonable to assume that the instructional strategies that a teacher must follow to achieve active learning are similar to those used to sell a consumer product. Hence, the fundamental purpose of this work is to investigate whether there is any parallelism between both processes. For this purpose, a phenomenological study was carried out with participant observation in four courses of Creative Thinking in the Management of the Specialization in Business Administration at the José Antonio Páez University, in which some of neuromarketing were incorporated as instructional strategies, considering as a product sell the conceptual, procedural and attitudinal components of the course.