For a long time, the study of the brain capabilities for the improvement of the quality of education has been an urgent direction in pedagogical science. Due to the development of digitalization, new areas of research have emerged related to the use of special equipment that makes it possible to assess and control brainwork, develop mental abilities, cognitive functions, etc. One of them is neurotechnology, which is an effective means of transforming the educational process: it offers educational content based on the individual characteristics of students. Thus, a need to concretize the terminology and determine the current research areas arises. The article aims to attempt to fill this gap with the help of a representative analysis of publications on neurotechnologies, as well as the essence of neuroeducation. The practical value of the article lies in testing the possibilities of neurotechnologies to increase the involvement of students in the educational process. Through the hackathon format the authors of the article-attracted students to develop neurogames as a tool for training self-control skills like concentration and «calmness» used via a neuroheadset, which, in addition to the measuring function, allows you to control the game using biofeedback. The successful case of inviting students to the world of neurotechnology can be implemented in other universities, as well as the enterprises of partner employers.