Objective:

the Influence of Brain Plasticity and Emotions on Meaningful Learning in University Students.

Methods:

An observational, cross-sectional, prospective, and analytical study was conducted in December 2024. The sample consisted of 128 students from the School of Human Medicine at a private university in Lima, Peru. Data were collected using a validated questionnaire administered in person, which assessed variables including brain plasticity, emotions, mirror neurons, multisensory learning, neurodidactics, and meaningful learning. Statistical analyses were performed using SPSS software version 27, employing descriptive statistics and chi-square tests to determine associations, with a significance threshold set at p < 0.05.

Results:

the analyses revealed statistically significant associations (p=0.001) between all the neurodidactic variables studied and meaningful learning. The most pronounced impact was observed for neurodidactics and multisensory learning, with 65.7% of students achieving a high level of meaningful learning. This was followed by the influence of mirror neurons (62.1%), high-intensity positive emotions (59.1%), and brain plasticity (48.6%).

Conclusions:

the findings confirm that neurobiological and emotional factors are determinants in the attainment of meaningful learning. This study concludes that it is essential to implement pedagogical strategies grounded in the principles of neurodidactics, specifically designed to enhance brain plasticity and integrate positive emotional experiences into the higher education learning environment.

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