Effects of neurofeedback-based gamification on self-regulated learning in virtual environments: A qualitative analysis in higher education
Article Sidebar
Main Article Content
Section
Abstract
This study examines the impact of gamification supported by neurofeedback systems on self-regulated learning processes among postgraduate students in advanced virtual learning environments. From a post-positivist paradigm, the mixed-methods approach prioritizes the understanding and interpretation of participants’ cognitive, emotional, and volitional experiences during their interaction with innovative technological resources. A multiple-case study design with a quantitative orientation was developed and subsequently interpreted through qualitative analysis. Additionally, 12 key informants were interviewed, selected according to criteria of academic relevance and experience in digital learning platforms.
The findings reveal that the integration of biosignals into gamified dynamics promotes metacognitive processes associated with attention monitoring, emotional regulation, and self-regulated decision-making. Likewise, participants reported greater awareness of their concentration levels and academic performance. It is concluded that gamification with neurofeedback constitutes an innovative strategy that not only increases extrinsic motivation, but also strengthens procedural autonomy, academic persistence, and cognitive adaptation in complex virtual higher education contexts.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Downloads
Article Details
How to Cite
References
Ames-Guerreiro, P., et al. (2024). Neuroeducación y gamificación: El cerebro en juego. Revista de Psicología Educativa, 12(1), 45-62. https://doi.org/10.1016/j.rpe.2024.100124
Azizi, M., & Seyed, N. (2023). The role of neurofeedback in enhancing self regulated learning in digital environments. Computers & Education, 194, 104702. https://doi.org/10.1016/j.compedu.2022.104702
Bandura, A., & Young, J. (2022). Agentic perspective on self-regulated learning. Educational Psychologist, 57(2), 89-105. https://doi.org/10.1080/00461520.2021.1993421
Bozkurt, A. (2023). Resilience and digital transformation in higher education: A post-pandemic analysis. Open Praxis, 15(1), 5-18. https://doi.org/10.55982/openpraxis.15.1.514
Broadbent, J., et al. (2024). Self-regulated learning strategies in online higher education: A systematic review. Internet and Higher Education, 60, 100925. https://doi.org/10.1016/j.iheduc.2023.100925
Castillo-Sánchez, L. (2025). Gobernanza digital en universidades del Caribe. Revista Iberoamericana de Educación Superior, 16(45), 32-51. https://doi.org/10.22201/iisue.20072872e.2025.45.1620
Chen, X., & Wang, J. (2023). Biofeedback and gamification: Designing for engagement. Journal of Educational Technology Systems, 51(3), 284 305. https://doi.org/10.1177/00472395221142516
Derya, M., & Alper, K. (2024). Neurofeedback and gamification: A new era for cognitive training. Journal of Neurocomputing, 580, 127-142. https://doi.org/10.1016/j.neucom.2024.127401
Deterding, S. (2021). The lens of intrinsic motivation in gamified systems. Human Computer Interaction, 36(5), 417-452. https://doi.org/10.1080/07370024.2021.1925341
Dweck, C. S., & Yeager, D. S. (2023). Mindsets that promote resilience in digital learning. World Psychology, 22(1), 14-35. https://doi.org/10.1002/wps.21034
Enriquez, J., & Sandoval, R. (2022). Metacognición y neurociencias: Un estudio cualitativo. Educación y Humanismo, 24(42), 1-19. https://doi.org/10.17081/eduhum.24.42.5214
García-Peñalvo, F. J. (2022). The digital transformation of higher education. Education in the Knowledge Society, 23, e27393. https://doi.org/10.14201/eks.27393
Guba, E. G., & Lincoln, Y. S. (2022). Competing paradigms in qualitative research. En Denzin & Lincoln (Eds.), The SAGE Handbook of Qualitative Research (6th ed.). Thousand Oaks: SAGE. https://doi.org/10.4135/9781071879788
Heredia-Escorza, Y. (2023). Liderazgo y resiliencia en la educación post pandemia. Revista Retos, 13(25), 112-128. https://doi.org/10.17163/ret.n25.2023.08
Hernández-Sampieri, R., & Mendoza, C. (2023). Metodología de la investigación: Las rutas cuantitativa, cualitativa y mixta. Ciudad de México: McGraw-Hill.
Hopp, C., et al. (2023). Organizational resilience in the digital age. Organization Science, 34(1), 45-67. https://doi.org/10.1287/orsc.2023.1672
Howard-Jones, P. A., et al. (2021). Gamification of education and the reward system of the brain. NPJ Science of Learning, 6(1), 1-10. https://doi.org/10.1038/s41539-021-00088-0
Järvenoja, H., et al. (2023). Regulating emotions in collaborative learning: A neuroscientific perspective. Educational Psychology Review, 35(1), 12. https://doi.org/10.1007/s10648-023-09724-z
Kapp, K. M. (2022). The Gamification of Learning and Instruction Fieldbook. New York: Wiley. https://doi.org/10.1002/9781119864233
Lajoie, S. P. (2021). Self-regulation and technology: An inseparable duo. Learning and Instruction, 72, 101435. https://doi.org/10.1016/j.learninstruc.2020.101435
Mayer, R. E. (2022). Multimedia learning and self-regulation. Educational Psychology Review, 34(2), 567-590. https://doi.org/10.1007/s10648-021 09626-4
Miller, D., et al. (2023). The impact of neurofeedback on focus. Journal of Cognitive Enhancement, 7(2), 154-170. https://doi.org/10.1007/s41465 022-00251-1
Morales, M., et al. (2024). Estrategias de gamificación en postgrado. Revista Digital de Investigación en Docencia Universitaria, 18(1), e1642. https://doi.org/10.19083/ridu.2024.1642
OECD (2023). Digital Education Outlook 2023: The power of technology in learning. Paris: OECD Publishing. https://doi.org/10.1787/c3e9803a-en
Panadero, E. (2023). A review of self-regulated learning models. Educational Research Review, 39, 100521. https://doi.org/10.1016/j.edurev.2023.100521
Panadero, E., & Broadbent, J. (2023). Self-regulated learning in higher education. Educational Research Review, 39, 100521. https://doi.org/10.1016/j.edurev.2023.100521
Pérez-López, I. (2022). Gamificando el cerebro: Una mirada desde la neurociencia. Retos, 44, 1105-1115. https://doi.org/10.47197/retos.v44.91234
Pieschl, S., et al. (2023). Metacognitive calibration in virtual learning. Instructional Science, 51(4), 583-605. https://doi.org/10.1007/s11251-023 09631-4
Reina, M., & Torres, P. (2024). Gobernanza universitaria y TICs. Revista Científica de Administración, 10(2), 88-105. https://doi.org/10.35381/rcca.v10i2.2154
Ritchhart, R., & Church, M. (2023). The Power of Making Thinking Visible. San Francisco: Jossey-Bass. https://doi.org/10.1002/9781119985228
Ryan, R. M., & Deci, E. L. (2022). Self-determination theory in the digital age. Journal of Personality, 90(1), 11-25. https://doi.org/10.1111/jopy.12666
Salen, K., & Zimmerman, E. (2024). Rules of Play: Game Design Fundamentals. MIT Press. https://doi.org/10.7551/mitpress/15324.001.0001
Sánchez-Mendiola, M. (2023). Educación médica y neurociencias. Investigación en Educación Médica, 12(46), 5-14. https://doi.org/10.22201/fm.20075057e.2023.46.23485
Schunk, D. H., & DiBenedetto, M. K. (2024). Motivation and self-regulation in education. Contemporary Educational Psychology, 76, 102245. https://doi.org/10.1016/j.cedpsych.2024.102245
Selwyn, N. (2022). Education and Technology: Key Issues and Debates. London: Bloomsbury Academic. https://doi.org/10.5040/9781350257573
Siemens, G. (2023). Connectivism: A learning theory for the digital age. Journal of Online Learning and Teaching, 19(2), 1-15. https://doi.org/10.5539/jolt.v19n2p1
Sitzmann, T., & Weinhardt, J. M. (2023). Approaching self-regulation as a dynamic process. Journal of Business and Psychology, 38(1), 5-22. https://doi.org/10.1007/s10869-022-09852-6
Tan, J., et al. (2025). Gamification and cognitive load in doctoral students. Computers in Human Behavior, 150, 107982. https://doi.org/10.1016/j.chb.2024.107982
UNESCO (2022). The Future of Learning: What role for digital technology? UNESCO Digital Library. https://doi.org/10.54678/unesco.2022.98231
Vial, G., & Recker, J. (2021). Building a foundation for digital transformation research. The Journal of Strategic Information Systems, 30(2), 101660. https://doi.org/10.1016/j.jsis.2021.101660
Wang, C., et al. (2024). Meta-analysis of neurofeedback on ADHD and learning. Neuroscience & Biobehavioral Reviews, 155, 105423. https://doi.org/10.1016/j.neubiorev.2023.105423
Winne, P. H. (2022). Theoretically modeling self-regulated learning as an agentic process. Educational Psychologist, 57(1), 1-15. https://doi.org/10.1080/00461520.2021.1993420
Xiao, J. (2023). Neuroeducation: A multidisciplinary approach. Frontiers in Education, 8, 1142563. https://doi.org/10.3389/feduc.2023.1142563
Yin, R. K. (2024). Case study research and applications: Design and methods (7th ed.). Thousand Oaks: SAGE Publications. https://doi.org/10.4135/9781071879788
Zapata-Ros, M. (2022). Aprendizaje autorregulado y personalización. RED. Revista de Educación a Distancia, 22(69), 1-45. https://doi.org/10.6018/red.512341
Zimmerman, B. J., & Schunk, D. H. (2023). Self-regulated learning and academic achievement. Contemporary Educational Psychology, 72, 102145. https://doi.org/10.1016/j.cedpsych.2023.102145
Zubairi, N., et al. (2024). Gamified neurofeedback for stress management in university staff. International Journal of Human-Computer Interaction, 40(4), 920-935. https://doi.org/10.1080/10447318.2023.2214563
Zhou, M., & Winne, P. H. (2022). Modeling self-regulated learning as information processing. Metacognition and Learning, 17(1), 1-23. https://doi.org/10.1007/s11409-021-09276-8
Zohar, A., & Barzilai, S. (2023). Metacognition in science education. Studies in Science Education, 59(1), 1-38. https://doi.org/10.1080/03057267.2022.2081543
Zuber-Skerritt, O. (2022). Action learning and action research in higher education. Journal of Work-Applied Management, 14(1), 2-15. https://doi.org/10.1108/JWAM-10-2021-0041