A cognitive-driven BCI-based e-learning platform for learning disorders: a preliminary study

E-learning represents a consolidated practice in education, as a support to traditional classroom-based lessons, in distance, blended and continuous edu- cation and, in more recent times, increasing enough as a mean for self-assessment and self-training to maximize learning results. Despite of this overall interest, however, little attention has been devoted to adopting advanced technology-based e-learning approaches in developing specific platforms to support students experiencing Learning Disorders (LDs) difficulties. Among all, cognitive technologies could be integrated in advanced training platforms to empower students’ abilities, especially in case of LDs. Indeed, several studies focuses on LDs, especially analyzing: correlations among them, theories about their intern relationships and certain biological models on their basis. Also, computer-aided supports have been studied as a booster in learning process, to compensate individuals’ difficulties. Despite of this, few studies focus on the use of cognitive technology to trace a possible integration of these latter with pedagogical approaches to enhance learning processes. The present article focuses on experimenting a prototype of a web-based e-learning environment, preliminarily focused on helping students with dyslexia, considering some results obtained with priming and BCI from our previous researches. The preliminary results are reliable enough to allow future developments, studying deeper the potentiality of learning empowerment through cognitive technologies integrated in e-learning environments.