Surviving Covid-19

The Neuroscience of Smart Working and Distance Learning

Bibliographic Data

ID22004563
AuthorsGiuseppe Riva (0000-0003-3657-106X, Università Cattolica del Sacro Cuore, corresponding author), Brenda K Wiederhold (0000-0002-3320-0303, Virtual Reality Medical Center), Fabrizia Mantovani (0000-0003-1200-0174, University of Milano-Bicocca)
Year2021
Volume24
Issue2
Pages79-85
Publication date2021-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCyberpsychology Behavior and Social Networking (JOURNAL)
Journal identifiersISSN: 2152-2715 • E-ISSN: 2152-2723
PublisherSAGE Publications (PUBLISHER • US)
DOI10.1089/cyber.2021.0009
PMID33577414
OpenAlexW3129157520
LanguageEN
Citations received17
References cited36

The persistence of the coronavirus-caused respiratory disease (COVID-19) and the related restrictions to mobility and social interactions are forcing a significant portion of students and workers to reorganize their daily activities to accommodate the needs of distance learning and agile work (smart working). What is the impact of these changes on the bosses/teachers' and workers/students' experience? This article uses recent neuroscience research findings to explore how distance learning and smart working impact the following three pillars that reflect the organization of our brain and are at the core of school and office experiences: (a) the learning/work happens in a dedicated physical place; (b) the learning/work is carried out under the supervision of a boss/professor; and (c) the learning/work is distributed between team members/classmates. For each pillar, we discuss its link with the specific cognitive processes involved and the impact that technology has on their functioning. In particular, the use of videoconferencing affects the functioning of Global Positioning System neurons (neurons that code our navigation behavior), mirror neurons, self-attention networks, spindle cells, and interbrain neural oscillations. These effects have a significant impact on many identity and cognitive processes, including social and professional identity, leadership, intuition, mentoring, and creativity. In conclusion, just moving typical office and learning processes inside a videoconferencing platform, as happened in many contexts during the COVID-19 pandemic, can in the long term erode corporate cultures and school communities. In this view, an effective use of technology requires us to reimagine how work and teaching are done virtually, in creative and bold new ways

Agile software development · Cognition · Creativity · Multimedia · Videoconferencing · Action Observation and Synchronization · Computer Science · EEG and Brain-Computer Interfaces · Neural and Behavioral Psychology Studies · Neuroscience · Psychology · Social Psychology

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