Brain-to-Brain Synchrony and Learning Outcomes Vary by Student-Teacher Dynamics: Evidence from a Real-world Classroom Electroencephalography Study
Brain-to-Brain Synchrony and Learning Outcomes Vary by Student-Teacher Dynamics: Evidence from a Real-world Classroom Electroencephalography Study
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DOI：
10.1162/jocn_a_01274
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发表时间：
2019-03-01
影响因子：
3.2
通讯作者：
Dikker, Suzanne
中科院分区：
文献类型：
--
作者：
Bevilacqua, Dana;Davidesco, Ido;Dikker, Suzanne
人类大脑如何支持现实世界的学习？我们使用无线脑电描记器收集了一组12名高中学生和他们的老师在常规生物课上的神经生理数据。在本学期的课程中安排了六个预定课程，以便使用不同的教学风格（视频和讲座）呈现课堂材料，学生在每堂课后完成多项选择测验，以衡量他们对该课内容的保留。在六个班级中，学生的大脑对大脑的同步性和他们的内容保留率都高于视频。教师和学生之间的脑-脑同步性随着学生参与度和教师受欢迎程度的变化而变化：报告与教师更接近的学生与教师表现出更高的脑-脑同步性，但这仅适用于讲座，也就是说，当教师是内容呈现的组成部分时。此外，学生对课堂内容的保持与师生亲密度相关，但与脑-脑同步性无关。这些发现扩展了现有的社会神经科学研究，表明感知的亲密度等社会因素反映在现实世界群体环境中的脑与脑同步性中，并且可以预测学生的学习成绩等认知结果。
How does the human brain support real-world learning? We used wireless electroencephalography to collect neurophysiological data from a group of 12 senior high school students and their teacher during regular biology lessons. Six scheduled classes over the course of the semester were organized such that class materials were presented using different teaching styles (videos and lectures), and students completed a multiple-choice quiz after each class to measure their retention of that lesson's content. Both students' brain-to-brain synchrony and their content retention were higher for videos than lectures across the six classes. Brain-to-brain synchrony between the teacher and students varied as a function of student engagement as well as teacher likeability: Students who reported greater social closeness to the teacher showed higher brain-to-brain synchrony with the teacher, but this was only the case for lectures-that is, when the teacher is an integral part of the content presentation. Furthermore, students' retention of the class content correlated with student-teacher closeness, but not with brain-to-brain synchrony. These findings expand on existing social neuroscience research by showing that social factors such as perceived closeness are reflected in brain-to-brain synchrony in real-world group settings and can predict cognitive outcomes such as students' academic performance.