Investigating Students’ Cognitive Processes in Learning Environments: A Scoping Review from a STEM Perspective

Abstract

This study aims to systematically review the use of portable EEG technologies in learning environments for measuring and monitoring students’ attention levels. In this context, peer-reviewed studies published between 2021 and 2025 were analyzed in terms of educational levels, research purposes, findings, advantages, and limitations. The review was conducted in accordance with the PRISMA-ScR framework, and 16 studies were included. The findings indicate that the majority of studies were conducted at the university level, while a limited number were conducted at other educational levels. It was determined that portable EEG technologies are mainly used to monitor attention levels, predict academic performance, and provide feedback through developed systems. In addition, EEG data provided important insights into cognitive load, learning performance, and social interactions, such as inter-brain synchronization. Overall, portable EEG technologies have significant potential to improve STEM learning environments and enable real-time, objective evaluation of cognitive processes. However, limitations such as data quality, movement restrictions, and challenges in long-term applications still persist. For future research, it is recommended that EEG data be integrated with learning analytics and that its use be expanded across different educational levels and stages of STEM education.