As online learning becomes increasingly prevalent, optimizing learning outcomes through personalized adaptation is crucial. This study compares the effects of a task load-driven neuroadaptive brain-computer interface to extrinsic motivation (EM) in enhancing learning outcomes. Using electroencephalography (EEG), task load (TL) is measured via paired frontal θ and parietal α activity, dynamically adjusting the learning interface. A three-group, between-subjects experiment (control, neuroadaptive, EM) assessed learning outcomes. Results suggest that while EM enhances performance, the neuroadaptive system effectively maintains participants in their optimal cognitive state without compromising performance. These findings highlight the potential of neuroadaptive systems in fostering personalized, effective learning environments.