Research Trends and Educational Outcomes of Brain-Based Learning: A Systematic Literature Review Across Academic and Affective Domains

Abstract

The integration of neuroscience into education has led to the development of Brain-Based Learning (BBL), a scientifically informed pedagogical approach that aligns teaching strategies with how our brains naturally learn best. This systematic literature review aims to analyse the global research trend and the impact of BBL interventions on a broad range of educational outcomes. A comprehensive investigation was conducted across two databases, Google Scholar and ERIC, to identify research papers published between 2016 and 2025. Studies were selected based on the following inclusion criteria: empirical research that focuses on the application of BBL across different educational levels, reports measurable outcomes and is published in English. After screening on these predefined criteria, 114 studies were included in the final review. The selected studies were analysed based on publication frequency, geographical distribution, education level, subject area and measured outcomes. The results indicate a consistent rise in brain-based learning research over the past decade. Asian countries, particularly Indonesia, have contributed the most. Then, most studies were conducted at the secondary education levels with a strong focus on mathematics and science subjects. Empirical evidence clearly shows that BBL interventions have positive effects on students' cognitive, emotional and behavioural outcomes.  The findings indicate that BBL has the potential to improve teaching effectiveness and students' learning outcomes. The study highlights the importance of integrating neuroscience-informed pedagogical strategies in the classroom and offers practical insights for educators and policymakers to support a more effective, learner-centred educational environment.