International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 5
September-October 2026

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Bridging Brains and Blends: Design Principles and Effectiveness of Neuro-Adaptive Models in Online and Face-to-Face Classroom Settings

Author(s) Dr. Sivasankar Arumugam
Country India
Abstract Abstract
Blended learning has grown well beyond a simple mixture of digital and face-to-face activities. It is increasingly becoming a design space in which findings from cognitive and educational neuroscience shape how content is sequenced, paced, and personalised for individual learners. This narrative review draws together evidence from ten recently published empirical and review studies, supplemented by additional peer-reviewed literature on adaptive and blended instruction, to examine how neuro-adaptive principles are being translated into classroom and online practice, and how well these translations actually work. Seven recurring design principles are identified across the literature: neuroscience-grounded content design, AI-driven real-time adaptivity, multimodal sensory integration, learner control and flexibility, retrieval practice paired with structured feedback, stakeholder co-design, and ethical governance. The quantitative evidence indicates that AI-mediated systems using electroencephalography (EEG) and functional near-infrared spectroscopy (fNIRS) can raise knowledge retention by roughly a quarter while reducing extraneous cognitive load, whereas simpler, principle-based blended designs also produce dependable, if more modest, improvements. Building on these findings, the review proposes a three-tier maturation pathway describing how institutions with different resource levels can begin adopting neuro-adaptive practice, and closes with implications for instructional designers, teacher educators, and policymakers who must weigh technological sophistication against equity, privacy, and sound pedagogy.
Keywords Key words: neuro-adaptive learning; blended learning; cognitive load theory; neuroplasticity; educational neuroscience; adaptive learning technology
Field Sociology > Education
Published In Volume 8, Issue 5, September-October 2026
Published On 2026-09-03
DOI https://doi.org/10.36948/ijfmr.2026.v08i05.86915
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CrossRef DOI prefix of IJFMR is 10.36948/ijfmr

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