Watching corresponding gestures facilitates learning with animations by activating human mirror-neurons: An fNIRS study
Watching corresponding gestures facilitates learning with animations by activating human mirror-neurons: An fNIRS study
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DOI：
10.1016/j.learninstruc.2014.11.003
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发表时间：
2015-04-01
影响因子：
6.2
通讯作者：
Gerjets, Peter
中科院分区：
文献类型：
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作者：
Brucker, Birgit;Ehlis, Ann-Christine;Gerjets, Peter
这项研究调查了显示与所描述的动作相对应的手势与显示非相应的手势相比，是否通过动态可视化来增强对非人类生物动作的学习。功能近红外光谱(FNIRS)被用来评估这两种手势是否激活了人类镜像-神经元系统(HMNS)。低视觉空间能力的学习者只从相应的手势中受益，而高视觉空间能力的学习者在这两种手势上都取得了良好的效果。因此，只有低视觉空间能力的学习者对对应的手势表现出比非对应手势更高的下额叶皮质(HMN的一部分)的激活。此外，视觉空间能力低的学习者在观看非相应手势时，当他们的下顶叶皮质(HMNS的另一部分)被激活时，会产生更好的结果。因此，有三个因素可以预测积极的学习结果：更高的视觉空间能力、额叶下部皮质的激活和顶叶下部皮质的激活。总之，激活HMN似乎有助于学习生物动作，而通过相应的手势刺激HMN可能是支持低视觉空间能力学习者的一种适当的教学策略。(C)2014爱思唯尔有限公司。保留所有权利。
This study investigates whether displaying gestures that correspond to the depicted movements enhances learning about non-human biological movements with dynamic visualizations compared to displaying non-corresponding gestures. Functional near-infrared spectroscopy (fNIRS) was used to assess whether both types of gestures activate the human mirror-neuron system (hMNS). Low-visuospatialability learners benefited from corresponding gestures only, whereas high-visuospatial-ability learners achieved good results with both types of gestures. Accordingly, only low-visuospatial-ability learners showed higher activation of the inferior-frontal cortex (part of the hMNS) for corresponding than for non-corresponding gestures. Furthermore, low-visuospatial-ability learners watching non-corresponding gestures yielded better results when their inferior-parietal cortex (another part of the hMNS) was activated. Thus, three factors predict positive learning outcomes: higher visuospatial abilities, inferior-frontal cortex activation, and inferior-parietal cortex activation. In sum, activating the hMNS seems to facilitate learning about biological movements, and stimulating the hMNS by means of corresponding gestures might be an adequate instructional strategy to support low-visuospatial-ability learners. (C) 2014 Elsevier Ltd. All rights reserved.