This study provides a comprehensive overview of methodological aspects when using heart rate variability (HRV) measures in educational research. Following PRISMA 2020 guidelines, we searched four databases for relevant studies published until March 5, 2024. From the 48 studies reviewed, we extracted data across three analytical categories: (1) area of study interest and participant populations, (2) data collection and analysis methodologies, and (3) the concurrent and predictive validity of HRV measurement for educational research. Study quality was evaluated using QualSyst assessment criteria. Most studies measured stress and enlisted undergraduate students as participants. Data were predominately collected using wearable devices, measuring HRV for durations of less than 30 min, and in varied contexts, including during exams, while learning, and in experiments. The parameters analyzed varied within both time and frequency domains. HRV data had a moderate level of concurrent validity as a measure of stress in an educational context. The concurrent validity of HRV data for measuring attention remains uncertain with insufficient evidence. Limited correlations appeared between stress and performance. The findings, potentials, and limitations of HRV measures are discussed, and synthesized recommendations for educational research using HRV data are provided.

本研究全面概述了在教育研究中使用心率变异性 (HRV) 测量时的方法学方面。根据 PRISMA 2020 指南，我们检索了四个数据库，查找截至 2024 年 3 月 5 日发布的相关研究。从审查的 48 项研究中，我们提取了三个分析类别的数据：(1) 研究兴趣领域和参与者人群，(2) 数据收集和分析方法，(3) HRV 测量对教育研究的并发和预测有效性。使用 QualSyst 评估标准评估研究质量。大多数研究都会测量压力并招募本科生作为参与者。数据主要使用可穿戴设备收集，测量持续时间不超过 30 分钟的 HRV，并在不同的背景下进行，包括考试期间、学习期间和实验期间。分析的参数在时域和频域内都有所变化。 HRV 数据作为教育背景下压力的衡量标准具有中等水平的同时有效性。由于证据不足，HRV 数据用于测量注意力的同时有效性仍不确定。压力和表现之间的相关性有限。讨论了 HRV 测量的发现、潜力和局限性，并为使用 HRV 数据的教育研究提供了综合建议。