Comparing the Effectiveness of Brain Hemisphere Training and Neurofeedback Therapy on Creativity in Students with Academic Failure
Keywords:
Creativity, Brain hemisphere training, NeurofeedbackAbstract
Objective: The present study aimed to compare the effectiveness of brain hemisphere training and neurofeedback therapy on creativity among second-grade elementary students with academic failure.
Methodology: This applied research employed a quasi-experimental design with pretest–posttest, follow-up, and a control group. The statistical population consisted of second-grade elementary students in Isfahan during the 2022–2023 academic year. Using purposive sampling, six elementary schools were selected, and 45 students with academic failure who met the Torrance Creativity Test cutoff score were recruited and randomly assigned into three groups: brain hemisphere training, neurofeedback therapy, and control (n=15 each). The first experimental group received structured brain hemisphere training sessions, while the second group underwent neurofeedback intervention based on EEG self-regulation protocols; the control group received no intervention. Creativity was measured using the Torrance Test of Creative Thinking (Figural Form B). Data were analyzed using repeated measures ANOVA and LSD post hoc tests in SPSS-26.
Findings: Statistical analysis revealed a significant group effect on creativity (p<0.05). Posttest and follow-up comparisons indicated significant differences between the brain hemisphere training group and both the neurofeedback and control groups. However, no significant difference was observed between the neurofeedback and control groups. The results demonstrated that brain hemisphere training produced a sustained improvement in creativity, whereas neurofeedback alone did not yield statistically significant gains compared with the control condition.
Conclusion: The findings suggest that brain hemisphere training represents an effective neuroeducational intervention for enhancing creativity in students experiencing academic failure and shows greater effectiveness than neurofeedback therapy.
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Copyright (c) 2025 Farahnaz Tavakoli, Zabih Pirani, Firouzeh Zanganeh (Author)
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