RT info:eu-repo/semantics/article
T1 Electroencephalography in naturalistic and semi‐naturalistic educational contexts: A systematic review
A1 García‐Monge, Alfonso
A1 Rodríguez‐Navarro, Henar
A1 Bores‐García, Daniel
A1 González‐Calvo, Gustavo
AB This systematic review examines 76 studies that have utilised portable electroencephalographic (EEG) devices in naturalistic and semi-naturalistic contexts. The review considers themes, purposes, contexts, application populations, device characteristics, and data use. The results show a dominance of studies focused on attention, in technology-mediated semi-naturalistic situations, in which records are made individually, with university students using low-cost equipment with fewer than 15 channels. This review highlights an emerging field within educational research that has not yet been fully integrated into educational practice. However, these first experiences can gradually generate a body of knowledge that will facilitate future applications, together with the development of better and more accessible devices. The use of these devices in educational contexts raises ethical concerns, particularly the influence on teaching decisions by opaque commercial algorithms that may oversimplify assessments of specific cognitive processes and fail to adapt to individual student characteristics.
PB Wiley
SN 2049-6613
YR 2024
FD 2024
LK https://uvadoc.uva.es/handle/10324/78175
UL https://uvadoc.uva.es/handle/10324/78175
LA eng
NO García-Monge, A., Rodríguez-Navarro, H., Bores-García, D., & González-Calvo, G. (2024). Electroencephalography in naturalistic and semi-naturalistic educational contexts: A systematic review. Review of Education, 12, e70020. https://doi.org/10.1002/rev3.70020
DS UVaDOC
RD 08-oct-2025