Student-Centered Memory Strategy Optimization Based on Learning Efficacy: Evidence from Educational Neuroscience

Abstract

This research analyses optimal pathways for structuring memory strategies for middle school learners through the prism of educational neuroscience, utilising functional near-infrared spectroscopy (fNIRS) to track prefrontal cortical activation during authentic learning in classroom environments. A quasi-experimental design was employed with a sample of 120 subjects to assess spatial memory technique; mind mapping; and peer tutoring within project-based learning and flipped classroom frameworks. The innovative three-dimensional “Strategy Selection-Cognitive Load-Knowledge-Retention” assessment model which integrated neurophysiological data with behavioural outcomes evaluated the efficacy of strategies in a holistic manner and beyond graspable limits. Distinct patterns of neural activation were found including highest dorsolateral prefrontal activation (ΔHbO₂ = 0.42 ± 0.08 μM) with spatial memory techniques whereas peer tutoring resulted in better long-term retention (78.9% at 4-weeks) but lower cognitive load. Mind mapping with intermediate results indicated greater adaptability across all contexts compared to other learners. Structural equation modelling confirmed cognitive load as a significant mediator between strategy selection and knowledge retention (β = -0.42, p < 0.001) while neural efficiency acted as a moderator to these relationships. These findings enhance the understanding of the neurocognitive mechanisms of the effectiveness of memory strategies and offered personalised learning tailored strategies based on objectives criteria. Combining real-time neural assessment with traditional approaches can drastically change educational methods grounded on objective neurobiological measures.