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Enhancing Cognitive Function with Electroencephalography-Based Brain-Computer Interfaces in Education

By
Jhonny Richard Rodriguez-Barboza ,
Jhonny Richard Rodriguez-Barboza

Programa de Estudios Básicos. Universidad Ricardo Palma, Lima – Perú

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Flor de María Sánchez-Aguirre ,
Flor de María Sánchez-Aguirre

Escuela de Posgrado - Universidad César Vallejo. Lima, Perú

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Gliria Susana Méndez-Ilizarbe ,
Gliria Susana Méndez-Ilizarbe

Escuela de Posgrado - Universidad César Vallejo. Lima, Perú

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Ricardo-Edmundo Ruiz-Villavicencio ,
Ricardo-Edmundo Ruiz-Villavicencio

Escuela de Posgrado - Universidad César Vallejo. Lima, Perú

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Giovana Edith Ruiz-Villavicencio ,
Giovana Edith Ruiz-Villavicencio

Escuela de Posgrado. Universidad César Vallejo. Lima, Perú

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Carmen Gisela Ramos-Ventura ,
Carmen Gisela Ramos-Ventura

Facultad de Ciencias Empresariales - Universidad Nacional Enrique Guzmán y Valle. Lima, Perú

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Abstract

This research delves into the transformative potential of Brain-Computer Interfaces (BCIs) in the domains of education and healthcare. The study explores their applications for cognitive disorder diagnosis and their integration into educational environments, highlighting the multidisciplinary collaboration and technological advancements driving BCI research. Objective: The primary objective is to assess the impact of BCIs on cognitive disorder diagnosis and their potential integration into educational settings. Methodology: A qualitative systematic review of scientific articles published in English and Spanish between 2010 and 2022 was conducted. A total of 84 articles were evaluated, with 68 meeting the selection criteria, focusing on BCI as the object of study associated with cognitive functions. Results: The study reveals the pivotal role of EEG technology in BCI development, particularly in diagnosing cognitive disorders such as ADHD. It highlights the applications of BCIs in cognitive training and their promising potential in enhancing education and healthcare. Interdisciplinary collaboration is identified as a driving force, fostering innovation in BCI systems. Conclusion: This research underscores that BCIs represent not only technological innovation but also a paradigm shift in how cognitive disorders are diagnosed and managed. Their integration into educational settings holds promise for tailored interventions, improving learning experiences and socialization. BCIs empower individuals with disabilities, granting them greater independence and access to various technological tools. The study's findings have profound implications for educational strategies and the overall quality of life for individuals with cognitive disorders, offering a brighter future where BCIs redefine possibilities and enhance the human experience.
Keywords: Brain-Computer Interfaces (BCIs); Cognitive Functions; Electroencephalogram (EEG); Educational Technology; Neurological Disorders.

How to Cite

1.
Rodriguez-Barboza JR, Sánchez-Aguirre F de M, Méndez-Ilizarbe GS, Ruiz-Villavicencio R-E, Ruiz-Villavicencio GE, Ramos-Ventura CG. Enhancing Cognitive Function with Electroencephalography-Based Brain-Computer Interfaces in Education. Salud, Ciencia y Tecnología [Internet]. 2024 Feb. 11 [cited 2024 Apr. 23];4:764. Available from: https://revista.saludcyt.ar/ojs/index.php/sct/article/view/764

The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.

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