Neuroergonomics of Educational Interfaces: A Study of Cognitive Biases in Modern Educational Platforms

Modern educational platforms show a tendency toward information overload and cognitive biases resulting from suboptimal interface design. Effects of “false knowledge structuring” and information illusions are becoming common problems reducing the effectiveness of material comprehension. Particular concern arises from the unintentional influence of visual noise and information redundancy on the formation of distorted mental models in learners. This article presents a conceptual model of educational design promoting neuroergonomics and cognitive offloading. The proposed approach focuses on highlighting significant and primary information while minimizing distracting elements. The model includes principles of cognitively adaptive design considering neurophysiological features of perception and information processing. The proposed cognitive-centered ecosystem of educational interfaces is based on a multi-level system of design patterns aimed at minimizing cognitive load and increasing learning efficiency. This conceptual model provides a foundation for developing new standards for designing educational platforms with priority given to cognitive ergonomics and natural knowledge acquisition processes.

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