Evaluating the Effectiveness of Biofeedback-Assisted Learning in Enhancing Emotional and Cognitive Outcomes among School Children
Abstract
The present study explores the effectiveness of biofeedback-assisted learning in enhancing emotional regulation and cognitive performance among school children. Emotional regulation is increasingly recognized as a critical determinant of academic success, influencing attention, memory retention, motivation, and overall classroom engagement. Traditional pedagogical methods often emphasize cognitive skills while overlooking emotional and physiological factors that affect learning. Biofeedback technology, which provides real-time physiological information such as heart rate variability (HRV), skin conductance, and brainwave activity, offers an innovative approach to promoting self-awareness and emotional self-regulation in students.This quasi-experimental study involved 120 students from grades 6 to 8, divided into an experimental group exposed to biofeedback-assisted learning and a control group following conventional teaching methods. Over a 12-week intervention period, data were collected through standardized emotional regulation questionnaires, physiological monitoring, academic performance assessments in mathematics, language, and science, and qualitative feedback from teachers and students.Results revealed significant improvements in cognitive reappraisal, reduced expressive suppression, and decreased physiological stress indicators among students in the experimental group. Academic outcomes, particularly in mathematics and language, showed a notable increase, and a strong positive correlation (r = 0.62, p < 0.01) was observed between improved emotional regulation and academic gains. Teacher observations and student interviews further highlighted increased engagement, reduced disruptive behavior, and higher satisfaction.
How to Cite
Sonu Kumari Sharma , SUSHILA KAURA, "Evaluating the Effectiveness of Biofeedback-Assisted Learning in Enhancing Emotional and Cognitive Outcomes among School Children", Vol. 3, Issue 5, 02-08-2025, pp. 26-45.
