Neurophysiological Insights into Multimedia-based Education: A PRISMA-ScR Review of fNIRS in Game-Integrated Learning Systems

Jul 16, 2026

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Game-integrated learning systems (GILS) are an expanding form of multimedia education, where brain-based evidence can clarify how design decisions shape cognition and information processing. This PRISMA-ScR scoping review synthesizes 20 empirical studies from 2014–2025 using functional near-infrared spectroscopy (fNIRS) to measure brain activity during GILS use. The reviewed corpus indicates fNIRS can capture platform- and game-element dependent neural responses, supports adaptive difficulty’s effects on cognitive load and performance, and highlights collaborative gameplay as a predictor of knowledge retention. The field still has substantial gaps, and future work should strengthen causal links and move toward standardized methods and real-time neural adaptation in classroom-ready systems.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages30

Reading Time1 h 16 min

Abstract

Keywords

Scoping review overview

Introduction

Game-integrated learning systems and multimedia platforms

Evaluation methods and rationale for neurophysiological data

fNIRS as a suitable neurophysiological tool

Review aims and research questions

arXiv :2411 .02650v4 [ cs .HC] 9 Jul 2026 Neurophysiological Insights into Multimedia-based Education: A PRISMA-ScR Review of fNIRS in Game-Integrated Learning Systems Shayla Sharmin , Gael Lucero-Palacios , Behdokht Kiafar , Md Fahim Abrar , Mohammad Al-Ratrout , Aditya Raikwar , Roghayeh Leila Barmaki Computer and Information Sciences, University of Delaware, Newark, 19716, DE, USA. Contributing authors: [shayla@udel.edu](shayla@udel.edu) ; [gael@udel.edu](gael@udel.edu) ; [kiafar@udel.edu](kiafar@udel.edu) ; [fahim@udel.edu](fahim@udel.edu) ; [mratrout@udel.edu](mratrout@udel.edu) ; [adirar@udel.edu](adirar@udel.edu) ; [rlb@udel.edu](rlb@udel.edu) ; Abstract Game-integrated learning systems (GILS) are a growing form of multimedia education. Brain-based evidence can help researchers and designers understand how GILS design choices shape how learners think and process information. This scoping review follows PRISMA-ScR and synthesizes 20 empirical studies (2014–2025) in which functional near-infrared spectroscopy (fNIRS) measured brain activity during GILS use. This corpus shows that fNIRS can capture brain responses across GILS platforms and game elements, and points to how neurophysiological evidence can inform multimedia design decisions, such as that different platforms activate different brain regions, that adaptive difficulty reduces cognitive load and improves performance simultaneously, and that collaborative gameplay predicts knowledge retention. The 20 studies in this corpus reflect a field with substantial room to grow. Causal links between brain activation and learning outcomes would give designers more reliable evidence for platform decisions. As fNIRS and multimedia devices improve, standardized methods, classroom settings, and real-time neural adaptation represent directions where future work can translate these findings into practical multimedia learning systems. Keywords: Scoping review, PRISMA, multimedia education, fNIRS, game-integrated learning systems, serious game 1 Fig. 1 Scoping review overview of fNIRS in game-integrated learning systems (GILS): focus areas (GILS platforms: screen, VR, haptic, etc. , and fNIRS as a cognitive load measurement tool), methodology (PRISMA-ScR framework, 1,563 records screened, 20 studies included), key findings (platform-dependent neural activation, adaptive difficulty effects, multisensory and collaborative learning), gaps in the corpus, and implications for multimedia learning system design. 1 Introduction Game-integrated learning systems (GILS) are now used across a wide range of multimedia formats, from screen-based educational games to immersive virtual reality (VR) and augmented reality (AR) simulations and multisensory devices. These platforms give designers new ways to support learning and open new paths to improve learning with multimedia platforms. Different platforms engage learners differently, and understanding how the brain responds to these environments can help designers make more evidence-based decisions about platform selection, interaction modality, and feedback design. Traditional evaluation methods, such as tests, surveys, and observations, can measure what learners know or how they perform. Adding neurophysiological data alongside these methods can give a richer picture of what is happening during learning, including how much mental effort a learner is using and how the brain responds to different platform designs in real time [1–3] . Mayer’s Cognitive Theory of Multimedia Learning established that different sensory channels impose distinct cognitive demands [4], and neurophysiological methods can extend this by finding which brain processes are engaged by screen-based, immersive, or multisensory interfaces. Together, behavioral and brain data can offer multimedia designers a more complete basis for design decisions. Among neurophysiological methods, functional near-infrared spectroscopy (fNIRS) has emerged as a partic

FAQs

What is the purpose of this PRISMA-ScR scoping review?

To map how functional near-infrared spectroscopy (fNIRS) has been used in game-integrated learning systems (GILS), examine how brain signals relate to learning outcomes across existing studies, and identify directions for future fNIRS-based adaptive multimedia learning systems.

How many empirical studies are included, and what is the study period?

The review synthesizes 20 empirical studies published between 2014 and 2025, after screening 1,563 publications.

What main insights does the review report from the included fNIRS studies?

Findings indicate platform-dependent neural activation, adaptive difficulty can reduce cognitive load while improving performance, and collaborative gameplay is associated with knowledge retention.

Jul 16, 2026

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