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Attention as an object of knowledge, intervention and valorisation: exploring data-driven neurotechnologies and imaginaries of intensified learning.

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Title: Attention as an object of knowledge, intervention and valorisation: exploring data-driven neurotechnologies and imaginaries of intensified learning.
Authors: Kotouza, Dimitra1 (AUTHOR) dkotouza@ed.ac.uk, Pickersgill, Martyn2 (AUTHOR), Pykett, Jessica3 (AUTHOR), Williamson, Ben1 (AUTHOR)
Source: Critical Studies in Education. May2026, Vol. 67 Issue 2, p260-279. 20p.
Subject Terms: *Attention, *Learning, *Education policy, Brain-computer interfaces, Marginal productivity, Neurophysiologic monitoring, Neurotechnology (Bioengineering), Wearable technology
Abstract: Innovations in mobile neuromonitoring and brain–computer interfaces are increasingly used to inform understandings of human brains and behaviours while also catalysing imaginaries of neuroscientifically measured and enhanced economic productivity. In this paper, we focus on neurotechnologies that claim to capture, monitor, measure and train learners' attention. We analyse a corpus of relevant scientific, governance, and commercial texts to explore how they reconfigure learners' attention as an object of knowledge, intervention, and valorisation. We demonstrate that outcomes-driven neuroscience research and technological development tends to split attention into optimal and undesirable forms: externally versus internally oriented, and synchronised versus unsynchronised with others, which become the variables of intervention to optimise attention. Commercial wearables, in turn, envelop desirable forms of attention under logics of brain control, social discipline, and valorisation. This process is enacted within an international context of speculation on neurotechnology investments and their anticipated outcome of enhancing future human productivity. Circumscribing desirable forms of learner attention and subjectivity, these technologies provide expanded means to mould and monitor learners' attention towards performativity regimes of economised education governance while enabling profit-making based on learners' activity. [ABSTRACT FROM AUTHOR]
Copyright of Critical Studies in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Attention as an object of knowledge, intervention and valorisation: exploring data-driven neurotechnologies and imaginaries of intensified learning.
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  Data: Innovations in mobile neuromonitoring and brain–computer interfaces are increasingly used to inform understandings of human brains and behaviours while also catalysing imaginaries of neuroscientifically measured and enhanced economic productivity. In this paper, we focus on neurotechnologies that claim to capture, monitor, measure and train learners' attention. We analyse a corpus of relevant scientific, governance, and commercial texts to explore how they reconfigure learners' attention as an object of knowledge, intervention, and valorisation. We demonstrate that outcomes-driven neuroscience research and technological development tends to split attention into optimal and undesirable forms: externally versus internally oriented, and synchronised versus unsynchronised with others, which become the variables of intervention to optimise attention. Commercial wearables, in turn, envelop desirable forms of attention under logics of brain control, social discipline, and valorisation. This process is enacted within an international context of speculation on neurotechnology investments and their anticipated outcome of enhancing future human productivity. Circumscribing desirable forms of learner attention and subjectivity, these technologies provide expanded means to mould and monitor learners' attention towards performativity regimes of economised education governance while enabling profit-making based on learners' activity. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Critical Studies in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – TitleFull: Attention as an object of knowledge, intervention and valorisation: exploring data-driven neurotechnologies and imaginaries of intensified learning.
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              M: 05
              Text: May2026
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