Can Technology Make Learners Smarter?

Insights from Betsy Hill and BrainWare Learning

Betsy Hill, president of BrainWare Learning Company, addresses a question educators, parents, and scientists have debated for years: can technology meaningfully increase cognitive ability? Drawing on the company’s work within the Science of Learning, Hill explains how carefully designed digital programs can target core cognitive skills and support measurable improvements in learners’ thinking and academic performance.

BrainWare Learning focuses on interventions grounded in cognitive neuroscience and learning science. Rather than treating technology as a panacea, the company develops structured cognitive training programs that aim to strengthen foundational mental skills — such as working memory, attention, processing speed, and executive functions — which underlie successful learning across subjects. When adaptive software is designed around validated principles of cognitive development and delivered with fidelity, it can complement classroom instruction and remediation efforts.

Neuroscience, Technology, and Real-World Learning

In her article for the spring edition of ET Magazine, Hill highlights the practical intersection of neuroscience and educational technology. She discusses how modern tools can translate insights from brain research into training tasks that are both engaging and targeted. These tasks are typically adaptive, meaning they adjust difficulty based on each learner’s performance, which helps maintain the optimal challenge level required for cognitive growth.

Hill also emphasizes the role of assessment and progress monitoring. Effective cognitive training platforms pair practice with continuous measurement, enabling educators and families to see where a learner is improving and where additional support is needed. This feedback loop is essential: it informs instructional decisions, documents growth over time, and ensures that technology is being used intentionally rather than as an add-on.

Collaboration and the History of Cognitive Training

The article acknowledges the contributions of Roger Stark, a long-time partner in the work that connects neuroscience discovery with practical educational tools. Stark’s involvement is described in the context of the broader history of neuroscience and how advances in our understanding of brain function have informed the design of cognitive interventions. Hill connects these developments with the ways technology has been employed to enact targeted training programs that are scalable and accessible.

While the promise of technology is considerable, Hill is careful to note that success depends on evidence, design quality, and implementation. Technology-driven cognitive training is most effective when rooted in peer-reviewed research, delivered with consistent practice schedules, and supported by educators and caregivers who integrate learned skills into everyday learning contexts.

Evidence and Expectations

Hill and her colleagues frame technology as a tool — powerful when used appropriately, limited when used in isolation. The Science of Learning supports the idea that cognitive skills can be strengthened with deliberate practice. Technology amplifies that practice by providing adaptive, motivating, and repeatable experiences. It also helps overcome logistical barriers to consistent training by making programs available on a range of devices and by automating progress tracking.

Importantly, Hill advises realistic expectations: cognitive training should be viewed as a component of a broader instructional strategy. Improvements in working memory or attention can translate into better classroom engagement and academic outcomes, but they work best alongside quality teaching, curriculum alignment, and targeted supports for the learner’s specific needs.

Read the Full Article

The full discussion appears in the spring edition of ET Magazine, where Betsy Hill explores these themes in greater detail and shares practical perspectives from BrainWare Learning’s experience in the field. For educators, administrators, and families curious about how technology and neuroscience can work together to support learners, Hill’s piece offers a thoughtful, evidence-focused exploration of what works and why.