Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching-learning Task.
Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching-learning Task.
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DOI：
10.3389/fpsyg.2016.02052
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发表时间：
2016
影响因子：
3.8
通讯作者：
Izumi SI
中科院分区：
文献类型：
--
作者：
Takeuchi N;Mori T;Suzukamo Y;Izumi SI
人类教学是一种社会互动，支持教师和学生之间的相互和动态反馈。前额皮质（PFC）因其在社交互动中的作用而成为一个特别令人感兴趣的区域。在本研究中，我们同时评估了在视频游戏教学任务中扮演教师和学生角色的两个人的 PFC 活动。为此，我们使用了两个可穿戴近红外光谱（NIRS）设备来阐明教师和学生之间认知交互的神经机制。共有十五对师生（N = 30）参与了这项研究。每位老师都被要求向他们的学生伙伴教授电子游戏，但不能说话。在视频游戏教学任务期间，使用可穿戴 16 通道 NIRS 系统同时评估两名参与者的 PFC 活动。为了评估教学状态进步后 PFC 活动的变化，进行了两次会议，每次包括三个 30 秒的教学任务。第一节课和第二节课之间教师左前额皮质活动的变化与学生观察到的变化呈正相关（r = 0.694，p = 0.004）。此外，在教师中，多元回归分析揭示了左 PFC 活动与自身教学和学生理解之间的评估差距之间存在相关性（β = 0.649，p = 0.009）。教学状态提升后，教师和学生左侧前额皮质的活动同步变化。教师的左前额皮质可能参与整合有关自己的教学过程和学生学习状态的信息。目前的观察表明，师生互动期间大脑活动数据的同步记录和分析可能在教育神经科学领域有用。
Human teaching is a social interaction that supports reciprocal and dynamical feedback between the teacher and the student. The prefrontal cortex (PFC) is a region of particular interest due to its demonstrated role in social interaction. In the present study, we evaluated the PFC activity simultaneously in two individuals playing the role of a teacher and student in a video game teaching–learning task. For that, we used two wearable near-infrared spectroscopy (NIRS) devices in order to elucidate the neural mechanisms underlying cognitive interactions between teachers and students. Fifteen teacher–student pairs in total (N = 30) participated in this study. Each teacher was instructed to teach the video game to their student partner, without speaking. The PFC activity was simultaneously evaluated in both participants using a wearable 16-channel NIRS system during the video game teaching–learning task. Two sessions, each including a triplet of a 30-s teaching–learning task, were performed in order to evaluate changes in PFC activity after advancement of teaching–learning state. Changes in the teachers’ left PFC activity between the first and second session positively correlated with those observed in students (r = 0.694, p = 0.004). Moreover, among teachers, multiple regression analysis revealed a correlation between the left PFC activity and the assessment gap between one’s own teaching and the student’s understanding (β = 0.649, p = 0.009). Activity in the left PFC changed synchronously in both teachers and students after advancement of the teaching–learning state. The left PFC of teachers may be involved in integrating information regarding one’s own teaching process and the student’s learning state. The present observations indicate that simultaneous recording and analysis of brain activity data during teacher–student interactions may be useful in the field of educational neuroscience.
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影响因子：
2.9
作者：
Liu T;Pelowski M
通讯作者：
Pelowski M
影响因子：
5.3
作者：
Jiang, Jing;Dai, Bohan;Lu, Chunming
通讯作者：
Lu, Chunming
影响因子：
5.7
作者：
Gratton, Gabriele;Brumback, Carrie R.;Fabiani, Monica
通讯作者：
Fabiani, Monica
影响因子：
2.6
作者：
Dixon, Matthew L.;Fox, Kieran C. R.;Christoff, Kalina
通讯作者：
Christoff, Kalina
DOI：
10.1098/rstb.2012.0123
发表时间：
2012-08-05
期刊：
Philosophical transactions of the Royal Society of London. Series B, Biological sciences
影响因子：
--
作者：
Frith CD
通讯作者：
Frith CD