Biofeedback games in education: A review with implications for teacher training
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Abstract
Biofeedback games use physiological feedback such as heart rate variability, electrodermal activity, breathing rate, and EEG data to help individuals improve awareness and control of their emotional responses. These tools have become increasingly recognized for their role in enhancing cognitive development, emotional regulation, and stress management. While biofeedback games have demonstrated substantial benefits in therapeutic contexts, their use in teacher training remains significantly underexplored. This review synthesizes the current research on biofeedback games, highlighting their therapeutic effects and cognitive benefits, followed by a discussion on their potential for application in teacher training settings. Through a critical disability studies lens, we propose the potential of these tools in supporting teachers’ emotional well-being and reducing teacher burnout, thereby fostering more inclusive learning environments. The review concludes with the limitations of current research, along with recommendations for future studies to address the research gap and enhance teacher well-being and resilience through biofeedback interventions.
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