Neurobiological stress markers in educational research: A systematic review of physiological insights in health science education
Morris Gellisch, Martin Bablok, Beate Brand‐Saberi, Thorsten Schäfer
Abstract
BACKGROUND: Traditional self-reported measures in health science education often overlook the physiological processes underlying cognitive and emotional responses. PURPOSE: This review aims to analyze the frequency, sensitivity, and utility of physiological markers in understanding cognitive and emotional dynamics in learning environments. METHODS: A systematic PubMed search identified 156 records, with 13 studies meeting inclusion criteria. Markers analyzed included heart rate (HR), heart rate variability (HRV), cortisol, alpha-amylase, testosterone, s-IgA, blood pressure, oxygen saturation, and respiratory rate. MAIN FINDINGS: HR and HRV were sensitive to educational stressors. Cortisol and alpha-amylase showed mixed results, while testosterone and s-IgA showed limited utility in directly assessing stress responses. No consistent link was found between any marker and immediate learning success. CONCLUSION: Physiological markers in learning environments can offer valuable insights into emotional and cognitive dynamics but should not be misconstrued as direct indicators of learning outcomes.