Relational Presence in Digital Learning: Neuro-Affective Acoustic Cues and Reflective Practice in Human-Centered Instruction

This paper explores how neuro-affective acoustic cues—such as tone, rhythm, pacing, and silence—and reflective practice function as regulatory and relational elements in digitally mediated learning environments. Drawing from neuroscience, inclusive pedagogy, and sustained classroom experience, it argues that relational presence is not incidental but foundational to learning. Rather than treating technology as neutral or inherently transformative, the paper frames digital instruction as an environment that either supports or undermines human connection depending on its design.