Adaptive Learning based on Biometric Assessment of Cognitive Load in an Educational and Scientific Cluster

Abstract

The article presents the results of an experimental study on the effectiveness of adaptive learning based on biometric assessment of students' cognitive load within an educational and scientific cluster. The main aim of the study was to examine the impact of physiological indicators, particularly heart rate, on the adaptation of the learning process to enhance its effectiveness. During the study, students' heart rates were monitored to determine their level of cognitive load. In cases of detected elevated load, the teaching pace was slowed down or breaks were introduced. The results of the final assessment demonstrated a statistically significant advantage of the experimental group over the control group. Correlation analysis revealed a strong relationship between heart rate levels and the quality of material assimilation, confirming the effectiveness of using biometric data to adapt the learning process. In addition, the article discusses biometric indicators such as skin conductivity and eye movements as objective markers of cognitive state during learning. The experience of integrating biometric feedback into educational platforms is analyzed, including studies in the field of augmented reality and the use of artificial intelligence for adaptive learning. A concept of AI system architecture for automated monitoring and adaptation of the learning process in real time is proposed. Special attention is given to educational and scientific clusters as environments for the development and implementation of innovative adaptive learning technologies based on biometric monitoring. The advantages of the cluster approach for the personalization of learning and the provision of interdisciplinary collaboration among educational institutions, research organizations, and the IT sector are outlined. Within the study, the effectiveness of adaptive learning based on biometric data for enhancing motivation, reducing stress, and improving students' academic performance during the educational process is substantiated.