What Is the Science of Learning? A Comprehensive Review and Analysis of the Existing Definitions
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| Title: | What Is the Science of Learning? A Comprehensive Review and Analysis of the Existing Definitions |
|---|---|
| Language: | English |
| Authors: | Ronghuai Huang, Ahmed Tlili (ORCID |
| Source: | Smart Learning Environments. 2025 12. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Descriptors: | Learning Processes, Learning Experience, Definitions, Educational Research, Neurosciences, Artificial Intelligence, Genetics, Nonformal Education, Interdisciplinary Approach |
| DOI: | 10.1186/s40561-025-00418-w |
| ISSN: | 2196-7091 |
| Abstract: | With the increased interest in Science of Learning (SoL) to enhance learning experiences and outcomes, several SoL definitions have been proposed from different fields and research backgrounds. This has created some ambiguity about what SoL is and how it can contribute to the educational field. To address this research issue, this study conducts a literature review of the different SoL definitions presented in the literature between 2000 and 2024. It then analyzes how these definitions evolved over time in terms of the mentioned fields, involved stakeholders, and cognitive practices. The obtained results revealed that most of the SoL definitions are rooted in the neuroscience field with an increased interest in the use of technology and Artificial Intelligence (AI) in the last few years. Particularly, it is found that some areas, such as the role of genes in learning, need more attention and were surprisingly not found in the definitions. Additionally, it is found that most of the stakeholders mentioned are generic (e.g., human, adult, etc.), depicting that learning can happen outside of schools and at any age. The findings of this study call for more cross-disciplinary collaboration on SoL implementation and impact, particularly in classroom and digital learning settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1495428 |
| Database: | ERIC |
| Abstract: | With the increased interest in Science of Learning (SoL) to enhance learning experiences and outcomes, several SoL definitions have been proposed from different fields and research backgrounds. This has created some ambiguity about what SoL is and how it can contribute to the educational field. To address this research issue, this study conducts a literature review of the different SoL definitions presented in the literature between 2000 and 2024. It then analyzes how these definitions evolved over time in terms of the mentioned fields, involved stakeholders, and cognitive practices. The obtained results revealed that most of the SoL definitions are rooted in the neuroscience field with an increased interest in the use of technology and Artificial Intelligence (AI) in the last few years. Particularly, it is found that some areas, such as the role of genes in learning, need more attention and were surprisingly not found in the definitions. Additionally, it is found that most of the stakeholders mentioned are generic (e.g., human, adult, etc.), depicting that learning can happen outside of schools and at any age. The findings of this study call for more cross-disciplinary collaboration on SoL implementation and impact, particularly in classroom and digital learning settings. |
|---|---|
| ISSN: | 2196-7091 |
| DOI: | 10.1186/s40561-025-00418-w |
