Mapping the Landscape: A Bibliometric Analysis of Neurofeedback and Biofeedback Research in Children's Learning

Siti Atiyah, Ali and Nurul Hanim, Nasaruddin and Julia Ai Cheng, Lee and Abdulrazak Yahya, Saleh and Humaira, Nisar and Sim Sze, Kiat and Normani, Zakaria (2025) Mapping the Landscape: A Bibliometric Analysis of Neurofeedback and Biofeedback Research in Children's Learning. In: International Conference on Electrical, Electronics and System Engineering (ICEESE), 9-11 Sept. 2025, Waterfront Hotel, Kuching, Sarawak, Malaysia..

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Abstract

Neurofeedback training (NFT) and biofeedback are emerging non-invasive brain modulation techniques that have shown potential in improving cognitive and behavioral functions in children, particularly those with neurodevelopmental disorders such as ADHD and dyslexia. In this short bibliometric review analysis, we examined 201 peer-reviewed articles published between 1990 and 2024 related to NFT and biofeedback interventions in children’s learning. The Scopus database was used with the main search theme of “neurofeedback in children’s learning,” and bibliometric indicators such as keyword co-occurrence, author collaboration, publication trends, and citation counts were analyzed. The results revealed that while the broader field of NFT is expanding, its application in children’s learning remains underexplored. Research themes were primarily focused on attention control, reading ability, cognition, and behavior management in children with ADHD and dyslexia. The United States emerged as the leading contributor, producing the highest number of publications and co-authorships in this area. Western countries dominated the field, likely due to stronger research infrastructure, greater access to funding, and well-established interdisciplinary collaborations. Despite advancements in medical and cognitive neuroscience, several barriers hinder the global adoption of NFT and biofeedback in educational contexts. These include high equipment costs, limited accessibility, a shortage of trained personnel, and a lack of standardized intervention protocols. This review provides a foundation for understanding current research directions and identifies critical gaps in the field. In conclusion, NFT and biofeedback represent promising tools for enhancing children’s learning and merit further research and development for broader implementation in educational settings.

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