Interior Design Department, College of Design, Imam Abdulrahman Bin Faisal University, Dammam, Eastern Province, PO 1980, Saudi Arabia.
F1000Res. 2023 Jul 3;11:402. doi: 10.12688/f1000research.110294.3. eCollection 2022.
This study aims to critically review, quantify, and assess research outcomes on brain-based learning with an evidence-based study on Scopus indexed literature, with a focus to understand the evolution structure and growth, detect trends, subject development, and most importantly, identify the gaps in the published body of literature that relates brain-based learning to design and visual arts education.
Various scientometric tools were used to map, visualize, and analyze 186 research publications, indexed in Scopus in a twenty-year timespan '2001-2021'. Annual publication trends, relevant sources, prolific authors, authorship patterns, productive organizations and countries, funding agencies, keyword co-occurrence analysis, and thematic evolution mapping on brain-based learning publications were examined in this study.
Despite the significance to apply brain-based learning strategies in design and visual arts education to boost students' knowledge and creative skills, the findings show a decline in quantities and growth patterns in brain-based learning research directed towards design disciplines in the past twenty years. Among the identified (186) documents published in (128) sources, with (1013) citations, the study detected only (57) research (30%) that were related to 'design education,' including those focusing on 'instructional design, 'and 'syllabus design' whereas only (3) articles were in 'design and visual arts' disciplines.
These rather small numbers reflect the big gap in the current body of literature that associates brain-based learning with creativity-based disciplines, specifically in design and visual arts education. This infers the necessity to direct the attention of academics, researchers, and educationalists in the fields of design and arts towards brain-based learning applications, research and pedagogy.
本研究旨在通过对 Scopus 索引文献的循证研究，批判性地回顾、量化和评估基于大脑的学习研究成果，重点是了解结构和增长的演变、检测趋势、学科发展，最重要的是，确定与基于大脑的学习与设计和视觉艺术教育相关的已发表文献中的空白。
本研究使用各种科学计量工具，对 Scopus 索引的 186 篇研究出版物进行映射、可视化和分析，时间跨度为 20 年（2001-2021 年）。对基于大脑的学习出版物的年度出版趋势、相关来源、多产作者、作者模式、有生产力的组织和国家、资助机构、关键词共现分析以及主题演变进行了研究。
尽管在设计和视觉艺术教育中应用基于大脑的学习策略来提高学生的知识和创造技能具有重要意义，但研究结果表明，在过去 20 年中，针对设计学科的基于大脑的学习研究的数量和增长模式有所下降。在所确定的 186 篇发表在 128 个来源的文献中，有 1013 次引用，研究仅检测到 57 篇（30%）与“设计教育”相关的研究，包括那些专注于“教学设计”和“课程设计”的研究，而只有 3 篇文章属于“设计和视觉艺术”学科。
这些相对较少的数字反映了当前文献中与基于大脑的学习与创造力为基础的学科（特别是在设计和视觉艺术教育中）相关的研究的巨大差距。这意味着需要将设计和艺术领域的学者、研究人员和教育工作者的注意力引向基于大脑的学习应用、研究和教学上。
