Use of EEG for Studying the Underlying Processes of Learning in Higher Education: A Systematic Review

The use of instruments for recording neurophysiological metrics is increasingly prevalent in natural settings, driven by advances in portability, reduced invasiveness, and the advantages these technologies offer for objective assessment of cognitive processes. A key application is the investigation of cognitive processes underlying human learning. In this context, the use of electroencephalography (EEG) in educational settings has grown in recent years. This systematic review examines how EEG has been utilized over the past decade to study teaching and learning processes in higher education. Its objectives were to identify the purposes for which EEG has been employed, its integration with other instruments, the cognitive processes analyzed, and the main findings reported. Bibliographic sources included Scopus and Web of Science databases. Results indicate that EEG has been primarily used to investigate attention, memory, and cognitive load, often combined with other neurophysiological and behavioral instruments. This integration provides objective insights into learning while highlighting methodological limitations and the need for standardized approaches. Despite variations in study designs, devices, and analytical methods, EEG demonstrates substantial potential for exploring cognitive processes in both face-to-face and virtual learning environments. In conclusion, EEG is an effective tool for investigating learning-related cognitive processes in higher education, providing objective data to guide future research, and the development of innovative educational programs. This review offers a comprehensive overview of current research, supports the design of evidence-based educational strategies, and lays the groundwork for future studies aiming to enhance learning outcomes through neurophysiological methods.