Neurophysiological measures have been used in the field of education to improve our knowledge about the cognitive processes underlying learning. Furthermore, the combined use of different neuropsychological measures has deepened our understanding of these processes. The main objective of this systematic review is to provide a comprehensive picture of the use of integrated multichannel records in higher education. The bibliographic sources for the review were Web of Science, PsycINFO, Scopus, and Psicodoc databases. After a screening process by two independent reviewers, 10 articles were included according to prespecified inclusion criteria. In general, integrated recording of eye tracking and electroencephalograms were the most commonly used metrics, followed by integrated recording of eye tracking and electrodermal activity. Cognitive load was the most widely investigated learning-related cognitive process using integrated multichannel records. To date, most research has focused only on one neurophysiological measure. Furthermore, to our knowledge, no study has systematically investigated the use of integrated multichannel records in higher education. This systematic review provides a comprehensive picture of the current use of integrated multichannel records in higher education. Its findings may help design innovative educational programs, particularly in the online context. The findings provide a basis for future research and decision making regarding the use of integrated multichannel records in higher education.
