Giochi di biofeedback nell'istruzione: una revisione con implicazioni per la formazione degli insegnanti
Barra laterale dell'articolo
Contenuto principale dell'articolo
Abstract
Sommario I giochi di biofeedback utilizzano feedback fisiologici come la variabilità della frequenza cardiaca, l'attività elettrodermica, la frequenza respiratoria e i dati EEG per aiutare le persone a migliorare la consapevolezza e il controllo delle proprie risposte emotive. Questi strumenti sono diventati sempre più riconosciuti per il loro ruolo nel migliorare lo sviluppo cognitivo, la regolazione emotiva e la gestione dello stress. Sebbene i giochi di biofeedback abbiano dimostrato benefici sostanziali in contesti terapeutici, il loro utilizzo nella formazione degli insegnanti rimane significativamente sottoesplorato. Questa recensione sintetizza l’attuale ricerca sui giochi di biofeedback, evidenziandone gli effetti terapeutici e i benefici cognitivi, seguita da una discussione sul loro potenziale di applicazione nei contesti di formazione degli insegnanti. Attraverso la lente degli studi critici sulla disabilità, proponiamo il potenziale di questi strumenti nel sostenere il benessere emotivo degli insegnanti e nel ridurre il burnout degli insegnanti, favorendo così ambienti di apprendimento più inclusivi. La revisione si conclude con i limiti della ricerca attuale, insieme a raccomandazioni per studi futuri per colmare il divario della ricerca e migliorare il benessere e la resilienza degli insegnanti attraverso interventi di biofeedback.
Dettagli dell'articolo
Questo volume è pubblicato con la licenza Creative Commons Attribuzione 4.0 Internazionale.
Gli autori che pubblicano su questa rivista accettano le seguenti condizioni:
- Gli autori mantengono i diritti sulla loro opera e cedono alla rivista il diritto di prima pubblicazione dell'opera, contemporaneamente licenziata sotto una Licenza Creative Commons CC BY 4.0 Attribution 4.0 International License.
- Gli autori possono aderire ad altri accordi di licenza non esclusiva per la distribuzione della versione dell'opera pubblicata (es. depositarla in un archivio istituzionale o pubblicarla in una monografia), a patto di indicare che la prima pubblicazione è avvenuta su questa rivista.
- Gli autori possono diffondere la loro opera online (es. in repository istituzionali o nel loro sito web) prima e durante il processo di submission, poiché può portare a scambi produttivi e aumentare le citazioni dell'opera pubblicata (Vedi The effect of Open Access).
Riferimenti bibliografici
Aldrup, K., Carstensen, B., & Klusmann, U. (2024). The role of teachers’ emotion regulation in teaching effectiveness: A systematic review integrating four lines of research. Educational Psychologist, 59(2), 89–110. https://doi.org/10.1080/00461520.2023.2282446
Almeqbaali, M., Ouhbi, S., Serhani, M. A., Amiri, L., Jan, R. K., Zaki, N., Sharaf, A., Helali, A. A., & Almheiri, E. (2022). A biofeedback-based mobile app with serious games for young adults with anxiety in the United Arab Emirates: Development and usability study. JMIR Serious Games, 10(3), e36936. https://doi.org/10.2196/36936
Arrambide, K., Cormier, L. F., Wehbe, R. R., Nacke, L. E., Gabele, M., Wagner, S., & Hansen, C. (2019). The development of “ORBIT”—The collaborative BCI game for children with AD(H)D. In CHI PLAY - Extended Abstracts of the Annual Symposium on Computer-Human Interaction in Play (pp. 341–348). ACM. https://doi.org/10.1145/3341215.3356301
Barnes, C. (1992). Disabling imagery and the media: An exploration of the principles for media representations of disabled people. BCODP.
Bilali, O. (2012). The anxiety in student teacher during training in teaching practice. Journal of Educational and Social Research, 2(5).
Bonfield, C. A., Salter, M., Longmuir, A., Benson, M., & Adachi, C. (2020). Transformation or evolution?: Education 4.0, teaching and learning in the digital age. Higher Education Pedagogies, 5(1), 223–246. https://doi.org/10.1080/23752696.2020.1816847
Brackett, M. A., Palomera, R., Mojsa-Kaja, J., Reyes, M. R., & Salovey, P. (2010). Emotion-regulation ability, burnout, and job satisfaction among British secondary-school teachers. Psychology in the Schools, 47(4), 406–417. https://doi.org/10.1002/pits.20478
Braun, S. S., Schonert-Reichl, K. A., & Roeser, R. W. (2020). Effects of teachers’ emotion regulation, burnout, and life satisfaction on student well-being. Journal of Applied Developmental Psychology, 69, 101151. https://doi.org/10.1016/j.appdev.2020.101151
Burkhart, K., Mason, E., & Lazebnik, R. (2018). Stress management intervention: A pilot evaluation in an urban adolescent medicine clinic. Clinical Pediatrics, 57(6), 700–705. https://doi.org/10.1177/0009922817733704
Cai, H., Wang, Z., Zhang, Y., Chen, Y., & Hu, B. (2017). A virtual-reality based neurofeedback game framework for depression rehabilitation using pervasive three-electrode EEG collector. In Proceedings of the ACM International Conference (Vol. F131195, pp. 173–176). ACM. https://doi.org/10.1145/3127404.3127433
Campbell, F. K. (2010). Contours of ableism: The production of disability and abledness. Palgrave Macmillan. https://doi.org/10.1057/9780230245181
Chand, K., & Khosla, A. (2022). Efficacy of using retro games in multimodal biofeedback systems for mental relaxation. International Journal of Gaming and Computer-Mediated Simulations, 14(1). https://doi.org/10.4018/IJGCMS.295874
Chang, M., Hideyuki, A., Maeda, T., Naruse, Y., & Assoc Comp Machinery. (2020). A neurofeedback game for speech sounds learning in foreign language. In Proceedings of the 11th Augmented Human International Conference. National Institute of Information & Communications Technology (NICT) - Japan. https://doi.org/10.1145/3396339.3396399
Chao, N., Huang, W., & Wang, X. (2023). Design of a respiratory biofeedback serious game for stress management based on HRV analysis. In C. Stephanidis, M. Antona, S. Ntoa, & G. Salvendy (Eds.), Communications in Computer and Information Science (Vol. 1833, pp. 16–24). Springer. https://doi.org/10.1007/978-3-031-35992-7_3
Cibralic, S., Kohlhoff, J., Wallace, N., McMahon, C., & Eapen, V. (2019). A systematic review of emotion regulation in children with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 68, 101422. https://doi.org/10.1016/j.rasd.2019.101422
Coenen, F., Scheepers, F., Palmen, S., de Onge, M., & Oranje, B. (2020). Serious games as potential therapies: A validation study of a neurofeedback game. Clinical EEG and Neuroscience, 51(2), 87–93. https://doi.org/10.1177/1550059419869471
Condron, J., Coyle, E., & de Paor, A. (2009). Exploring a physiological environment learning tool for encouraging continued deep relaxation. In VanderSloten, J., Verdonck, P., Nyssen, M., & Haueisen, J. (Eds.), Proceedings of European Medical and Biological Engineering Conference (Vol. 22, Issues 1–3, pp. 226–229). Technological University Dublin.
Connor, C., & Beard, L. A. (2015). Increasing meaningful assistive technology use in the classrooms. Universal Journal of Educational Research, 3(9), 640–642.
Deterding, S., Sicart, M., Nacke, L., O’Hara, K., & Dixon, D. (2011). Gamification: Using game-design elements in non-gaming contexts. CHI ’11 Extended Abstracts on Human Factors in Computing Systems, 2425–2428. https://doi.org/10.1145/1979742.1979575
Díaz, J., & Troyano, Y. (2013). El potencial de la gamificación aplicado al ámbito educativo. In III Jornadas de Innovación Docente. Innovación Educativa: Respuesta en tiempos de incertidumbre. Universidad de Sevilla.
Dillon, A., Kelly, M., Robertson, I. H., & Robertson, D. A. (2016). Smartphone applications utilizing biofeedback can aid stress reduction. Frontiers in Psychology, 7, Article 832. https://doi.org/10.3389/fpsyg.2016.00832
Dreer, B. (2024). Teachers’ well-being and job satisfaction: The important role of positive emotions in the workplace. Educational Studies, 50(1), 61–77.
Floris, F., Fradiante, V., Marchisio Conte, M., & Rabellino, S. (2024). Strategie di gamification con Moodle per lo sviluppo di competenze di problem solving e per uno sviluppo sostenibile. BRICKS, 2, 25–35.
Flowers, B., Tatoian, R., Witkowski, A., Katenka, N., Hervé, J., & IEEE. (2018). Using multi-sensor voting for resilience in VR biofeedback games. Charles River Analytics Inc., 251–255.
Frank, D. L., Khorshid, L., Kiffer, J. F., Moravec, C. S., & McKee, M. G. (2010). Biofeedback in medicine: Who, when, why and how? Mental Health in Family Medicine, 7(2), 85–91.
Frenzel, A. C., Daniels, L., & Burić, I. (2021). Teacher emotions in the classroom and their implications for students. Educational Psychologist, 56(4), 250–264. https://doi.org/10.1080/00461520.2021.1985501
Friedman, I. A. (2003). Self-efficacy and burnout in teaching: The importance of interpersonal-relations efficacy. Social Psychology of Education, 6(3), 191–215. https://doi.org/10.1023/A:1024723124467
Giggins, O. M., Persson, U. M., & Caulfield, B. (2013). Biofeedback in rehabilitation. Journal of NeuroEngineering and Rehabilitation, 10(1), 60. https://doi.org/10.1186/1743-0003-10-60
Goodley, D. (2013). Dis/entangling critical disability studies. Disability & Society, 28(5), 631–644. https://doi.org/10.1080/09687599.2012.717884
Haneveld, L., Kip, H., Bouman, Y., Weerdmeester, J., Scholten, H., & Kelders, S. (2023). Exploring the added value of virtual reality biofeedback game DEEP in forensic psychiatric inpatient care—A qualitative study. Frontiers in Psychology, 14, Article 1201485. https://doi.org/10.3389/fpsyg.2023.1201485
Hoogerwerf, E.-J., Andrich, R., Bühler, C., Craddock, G., de Witte, L., Encarnação, P., Mavrou, K., & Miesenberger, K. (2021). Changing perspectives on disability and technology: Events, trends and personal choices.
Hussin, A. A. (2018). Education 4.0 made simple: Ideas for teaching. International Journal of Education and Literacy Studies, 6(3), 92–98. https://doi.org/10.7575/aiac.ijels.v.6n.3p.92
Jerčić, P., & Sundstedt, V. (2019). Practicing emotion-regulation through biofeedback on the decision-making performance in the context of serious games: A systematic review. Entertainment Computing, 29, 75–86. https://doi.org/10.1016/j.entcom.2019.01.001
Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. John Wiley & Sons.
Karim, D. M. R., Masud, N. A., Nesa Subarna, M. T., Billah, M. M., & Wienaah, P. (2021). Self-efficacy: A key component of teacher effectiveness (SSRN Scholarly Paper 4017823). https://papers.ssrn.com/abstract=4017823
Kariou, A., Koutsimani, P., Montgomery, A., & Lainidi, O. (2021). Emotional labor and burnout among teachers: A systematic review. International Journal of Environmental Research and Public Health, 18(23), 12760. https://doi.org/10.3390/ijerph182312760
Kondo, K., Noonan, K. M., Freeman, M., Ayers, C., Morasco, B. J., & Kansagara, D. (2019). Efficacy of biofeedback for medical conditions: An evidence map. Journal of General Internal Medicine, 34(12), 2883–2893. https://doi.org/10.1007/s11606-019-05215-z
Lampropoulos, G., & Kinshuk. (2024). Virtual reality and gamification in education: A systematic review. Educational Technology Research and Development, 72(3), 1691–1785. https://doi.org/10.1007/s11423-024-10351-3
Leahy, A., Clayman, C., Mason, I., Lloyd, G., & Epstein, O. (1998). Computerised biofeedback games: A new method for teaching stress management and its use in irritable bowel syndrome. Journal of the Royal College of Physicians of London, 32(6), 552–556.
Leontyeva, I. A. (2018). Modern distance learning technologies in higher education: Introduction problems. Eurasia Journal of Mathematics, Science and Technology Education, 14(10), em1578. https://doi.org/10.29333/ejmste/92284
Li, S. (2023). The effect of teacher self-efficacy, teacher resilience, and emotion regulation on teacher burnout: A mediation model. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1185079
Liu, Y., Sourina, O., & Hou, X. (2014). Neurofeedback games to improve cognitive abilities. 2014 International Conference on Cyberworlds, 161–168. https://doi.org/10.1109/CW.2014.30
Lüddecke, R., & Felnhofer, A. (2022). Virtual reality biofeedback in health: A scoping review. Applied Psychophysiology and Biofeedback, 47(1), 1–15. https://doi.org/10.1007/s10484-021-09529-9
Madigan, D. J., & Kim, L. E. (2021a). Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes. International Journal of Educational Research, 105, 101714. https://doi.org/10.1016/j.ijer.2020.101714
Madigan, D. J., & Kim, L. E. (2021b). Towards an understanding of teacher attrition: A meta-analysis of burnout, job satisfaction, and teachers’ intentions to quit. Teaching and Teacher Education, 105, 103425. https://doi.org/10.1016/j.tate.2021.103425
Manchanda, S. (2024). The institutional othering of disability: A graduate student’s perspective on ableism in higher education. In E. J. Denise & B. M. Louis (Eds.), Conditionally accepted: Navigating higher education from the margins (pp. 133–148). University of Texas Press. https://doi.org/10.7560/324882-010
Manzano-León, A., Camacho-Lazarraga, P., Guerrero, M. A., Guerrero-Puerta, L., Aguilar-Parra, J. M., Trigueros, R., & Alias, A. (2021). Between level up and game over: A systematic literature review of gamification in education. Sustainability, 13(4), 2247.
Meekosha, H., & Shuttleworth, R. (2009). What’s so ‘critical’ about critical disability studies? Australian Journal of Human Rights, 15(1), 47–75. https://doi.org/10.1080/1323238X.2009.11910861
Mercado, J., Escobedo, L., & Tentori, M. (2021). A BCI video game using neurofeedback improves the attention of children with autism. Journal on Multimodal User Interfaces, 15(3), 273–281. https://doi.org/10.1007/s12193-020-00339-7
Morton, L. L., Vesco, R., Williams, N. H., & Awender, M. A. (1997). Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations. British Journal of Educational Psychology, 67(1), 69–89. https://doi.org/10.1111/j.2044-8279.1997.tb01228.x
Motti, V. G. (2019). Designing emerging technologies for and with neurodiverse users. Proceedings of the 37th ACM International Conference on the Design of Communication, 1–10. https://doi.org/10.1145/3328020.3353946
Ochi, Y., Laksanasopin, T., Kaewkamnerdpong, B., Thanasuan, K., & IEEE. (2017). Neurofeedback game for attention training in adults. 2017 10th Biomedical Engineering International Conference (BMEICON). King Mongkut's University of Technology Thonburi.
Paker, T. (2011). Student teacher anxiety related to the teaching practicum. https://gcris.pau.edu.tr/handle/11499/3753
Parnandi, A., Ahmed, B., Shipp, E., & Gutierrez-Osuna, R. (2014). Chill-out: Relaxation training through respiratory biofeedback in a mobile casual game. In G. Memmi & U. Blanke (Eds.), Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering (Vol. 130, pp. 252–260). Springer. https://doi.org/10.1007/978-3-319-05452-0_18
Parnandi, A., & Gutierrez-Osuna, R. (2015). A comparative study of game mechanics and control laws for an adaptive physiological game. Journal on Multimodal User Interfaces, 9(1), 31–42. https://doi.org/10.1007/s12193-014-0159-y
Parnandi, A., & Gutierrez-Osuna, R. (2017). Physiological modalities for relaxation skill transfer in biofeedback games. IEEE Journal of Biomedical and Health Informatics, 21(2), 361–371. https://doi.org/10.1109/JBHI.2015.2511665
Parnandi, A., & Gutierrez-Osuna, R. (2021). Partial reinforcement in game biofeedback for relaxation training. IEEE Transactions on Affective Computing, 12(1), 141–153. https://doi.org/10.1109/TAFFC.2018.2842727
Peper, E. (1979). The possible uses of biofeedback in education. In E. Peper, S. Ancoli, & M. Quinn (Eds.), Mind/Body Integration: Essential Readings in Biofeedback (pp. 111–117). Springer US. https://doi.org/10.1007/978-1-4613-2898-8_7
Pérez, A. G. (2014). Characterization of inclusive practices in schools with education technology. Procedia - Social and Behavioral Sciences, 132, 357–363. https://doi.org/10.1016/j.sbspro.2014.04.322
Pi, Z., Yang, H. H., Chen, W., Hu, X., & Li, X. (2022). Editorial: The role of teachers’ emotions in students’ outcomes: From the perspective of interpersonal emotions. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1075110
Ratinho, E., & Martins, C. (2023). The role of gamified learning strategies in students’ motivation in high school and higher education: A systematic review. Heliyon, 9(8), e19033. https://doi.org/10.1016/j.heliyon.2023.e19033
Reinschluessel, A., Mandryk, R., & ACM. (2016). Using positive or negative reinforcement in neurofeedback games for training self-regulation. Proceedings of the Annual Symposium on Computer-Human Interaction in Play, 186–198. https://doi.org/10.1145/2967934.2968085
Reutlinger, C. J. (2015). The ableist Othering of disability in the classroom: An experiential investigation of academic adjustments in higher education [Master’s thesis, Kansas State University]. http://hdl.handle.net/2097/19205
Rivera, E. S., & Garden, C. L. P. (2021). Gamification for student engagement: A framework. Journal of Further and Higher Education, 45(7), 999–1012.
Rockstroh, C., Blum, J., & Göritz, A. (2021). A mobile VR-based respiratory biofeedback game to foster diaphragmatic breathing. Virtual Reality, 25(2), 539–552. https://doi.org/10.1007/s10055-020-00471-5
Rodríguez-García, A. M., López, J., & Gómez-García, G. (2020). Gamificación como estrategia didáctica para la enseñanza-aprendizaje. In A. Fuentes, G. Gómez, C. Rodríguez, M. Ramos, & M. N. Campos (Eds.), Recursos didácticos y tecnológicos para la formación (pp. 129–142). Fleming.
Sadraei, F. S., Ebrahimi, Z., & Xodabande, I. (2024). Perfectionism, emotion regulation, and teacher retention: An examination of Iranian early career language teachers’ well-being. Heliyon, 10(16). https://doi.org/10.1016/j.heliyon.2024.e36444
Sáez-Delgado, F., López Angulo, Y., Mella-Norambuena, J., Baeza-Sepúlveda, C., Contreras-Saavedra, C., & Lozano, G. (2022). Teacher self-regulation and its relationship with student self-regulation in secondary education. Sustainability, 14, 16863. https://doi.org/10.3390/su142416863
Saltaga, S. (2017). Students’ experiences of othering: Recommendations for inclusive classroom climates [Master’s thesis, Boise State University]. https://doi.org/10.18122/B2570K
Schoenberg, P. L. A., & David, A. S. (2014). Biofeedback for psychiatric disorders: A systematic review. Applied Psychophysiology and Biofeedback, 39(2), 109–135. https://doi.org/10.1007/s10484-014-9246-9
Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1), 3. https://doi.org/10.1186/s40561-019-0098-x
Suhail, T. A., & Vinod, A. P. (2024). An online neurofeedback game using consumer-grade EEG for improving attention and memory skills. Proceedings of the ACM Conference on Serious Games and Applications for Health, 487–492. https://doi.org/10.1145/3654522.3654595
Stapleton, A. J. (2004). Serious games: Serious opportunities. Serious Games.
Tosti, B., Corrado, S., Mancone, S., Di Libero, T., Rodio, A., Andrade, A., & Diotaiuti, P. (2024). Integrated use of biofeedback and neurofeedback techniques in treating pathological conditions and improving performance: A narrative review. Frontiers in Neuroscience, 18. https://doi.org/10.3389/fnins.2024.1358481
Turner, K., & Garvis, S. (2023). Teacher educator wellbeing, stress and burnout: A scoping review. Education Sciences, 13(4), Article 4. https://doi.org/10.3390/educsci13040351
Vinod, A. P., & Thomas, K. P. (2018). Neurofeedback games using EEG-based brain-computer interface technology. In Signal Processing and Machine Learning for Brain-Machine Interfaces (pp. 301–329). Institution of Engineering and Technology. https://doi.org/10.1049/PBCE114E_ch14
Walter, O. (2015). Self-efficacy as an accurate predictor of teaching skills (pp. 161–174).
Weerdmeester, J., van Rooij, M., Harris, O., Smit, N., Engels, R., Granic, I., & ACM. (2017). Exploring the role of self-efficacy in biofeedback video games. Proceedings of the Annual Symposium on Computer-Human Interaction in Play, 453–461. https://doi.org/10.1145/3130859.3131299
Wollmann, T., Abtahi, F., Eghdam, A., Seone, F., Lindecrantz, K., Haag, M., & Koch, S. (2016). User-centred design and usability evaluation of a heart rate variability biofeedback game. IEEE Access, 4, 5531–5539. https://doi.org/10.1109/ACCESS.2016.2601882
Wood, L. C., & Reiners, T. (2015). Gamification. In Encyclopedia of Information Science and Technology (3rd ed., pp. 3039–3047). IGI Global.
Yang, Z., An, P., Yang, J., Strojny, S., Zhang, Z., Sun, D., & Zhao, J. (2021). Designing mobile EEG neurofeedback games for children with autism. Extended Abstracts of MobileHCI 2021 - ACM International Conference on Mobile Human-Computer Interaction: Mobile Apart, Mobile Together. https://doi.org/10.1145/3447527.3477522
Zafar, M. A., Ahmed, B., & Gutierrez-Osuna, R. (2017). Playing with and without biofeedback. 2017 IEEE 5th International Conference on Serious Games and Applications for Health (SeGAH), 1–7. https://doi.org/10.1109/SeGAH.2017.7939272
Zafar, M. A., Ahmed, B., Rihawi, R. A., & Gutierrez-Osuna, R. (2020). Gaming away stress: Using biofeedback games to learn paced breathing. IEEE Transactions on Affective Computing, 11(3), 519–531. https://doi.org/10.1109/TAFFC.2018.2816945
Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. O’Reilly Media.