Mohammad Ali's academic trajectory lies at the intersection of neurolinguistics, developmental psychology, and educational innovation. His primary research explores the neurocognitive mechanisms underlying language loss following ischemic stroke, with a particular focus on agrammatism as observed in Broca's and Transcortical Motor Aphasia. 

In parallel, Professor Ali has pursued a longstanding interest in the cognitive consequences of emerging media environments on learning and neural plasticity. Through the 'Mind Loading: Knowledge-Based Gaming' (KGB) initiative, he has led a multi-year project examining the behavioral and neuroplastic effects of digital engagement, specifically, the impact of consistent gaming and passive scrolling on the developing brain. The results from the longitudinal data have mapped significant shifts in attention, memory encoding, and executive function amongst children and adolescents immersed in these digital ecosystems. 

These findings have informed his pedagogical work, particularly in the design of adaptive, neuroscience-informed educational models. At KU and in ongoing collaborations, he has contributed to the development of university-level curricula that respond to the changing neurocognitive profiles of incoming students. Student's shaped increasingly by continuous digital interaction. His research advocates for a rethinking of traditional teaching paradigms in light of demonstrable shifts in brain structure and function, with a goal of fostering more effective and inclusive modes of learning.