Impact of Biofeedback-Integrated Classroom Environments on Emotional Regulation and Academic Performance in School Students
Abstract
This study investigates the role of biofeedback-integrated classrooms in enhancing emotional regulation and academic performance among school students. Emotional regulation is a critical aspect of learning, influencing attention, memory, and motivation. Traditional classroom methods often overlook the physiological and emotional needs of students, leading to suboptimal learning outcomes. Biofeedback, a technique that provides real-time physiological feedback to individuals about their heart rate, skin conductance, and brain activity, has emerged as a promising intervention to foster self-awareness and self-regulation skills. This research adopts a quasi-experimental design, involving 120 students from grades 6 to 8, divided into experimental (biofeedback-integrated classrooms) and control (traditional classrooms) groups. Physiological measures, standardized emotional regulation questionnaires, and academic performance scores were collected over a 12-week intervention period. Results indicate significant improvements in emotional regulation and academic performance among students in the biofeedback-integrated classrooms compared to the control group. The study suggests that incorporating biofeedback technology in educational settings can provide a holistic approach to learning, integrating cognitive and emotional dimensions. Implications for educators, policymakers, and curriculum designers are discussed, emphasizing the potential for technology-assisted emotional interventions to improve student outcomes.
How to Cite
Sonu Kumari Sharma , "Impact of Biofeedback-Integrated Classroom Environments on Emotional Regulation and Academic Performance in School Students", Vol. 3, Issue 7, 08-10-2025, pp. 1-9.
