Patil Abhishek Uday, Madathil Deepa, Fan Yang-Tang, Tzeng Ovid J L, Huang Chih-Mao, Huang Hsu-Wen
Department of Biological Science and Technology, National Yang Ming Chiao Tung University, Hsinchu 300093, Taiwan.
Jindal Institute of Behavioural Sciences, O.P. Jindal Global University, Haryana 131001, India.
Brain Sci. 2022 Sep 14;12(9):1238. doi: 10.3390/brainsci12091238.
Neurofeedback (NF) is a type of biofeedback in which an individual's brain activity is measured and presented to them to support self-regulation of ongoing brain oscillations and achieve specific behavioral and neurophysiological outcomes. NF training induces changes in neurophysiological circuits that are associated with behavioral changes. Recent evidence suggests that the NF technique can be used to train electrical brain activity and facilitate learning among children with learning disorders. Toward this aim, this review first presents a generalized model for NF systems, and then studies involving NF training for children with disorders such as dyslexia, attention-deficit/hyperactivity disorder (ADHD), and other specific learning disorders such as dyscalculia and dysgraphia are reviewed. The discussion elaborates on the potential for translational applications of NF in educational and learning settings with details. This review also addresses some issues concerning the role of NF in education, and it concludes with some solutions and future directions. In order to provide the best learning environment for children with ADHD and other learning disorders, it is critical to better understand the role of NF in educational settings. The review provides the potential challenges of the current systems to aid in highlighting the issues undermining the efficacy of current systems and identifying solutions to address them. The review focuses on the use of NF technology in education for the development of adaptive teaching methods and the best learning environment for children with learning disabilities.
神经反馈（NF）是一种生物反馈，其中个体的大脑活动被测量并呈现给他们，以支持对正在进行的脑电波振荡进行自我调节，并实现特定的行为和神经生理结果。神经反馈训练会引起与行为变化相关的神经生理回路的改变。最近的证据表明，神经反馈技术可用于训练大脑电活动，并促进学习障碍儿童的学习。为了实现这一目标，本综述首先提出了一个通用的神经反馈系统模型，然后回顾了针对患有阅读障碍、注意力缺陷多动障碍（ADHD）以及其他特定学习障碍（如计算障碍和书写障碍）的儿童进行神经反馈训练的研究。讨论详细阐述了神经反馈在教育和学习环境中的转化应用潜力。本综述还讨论了一些关于神经反馈在教育中的作用的问题，并以一些解决方案和未来方向作为结论。为了给患有注意力缺陷多动障碍和其他学习障碍的儿童提供最佳的学习环境，更好地理解神经反馈在教育环境中的作用至关重要。该综述指出了当前系统存在的潜在挑战，以帮助突出削弱当前系统效能的问题，并确定解决这些问题的方案。该综述重点关注神经反馈技术在教育中的应用，以开发适应性教学方法，并为学习障碍儿童提供最佳学习环境。
