Pan, Dikker, Goldstein, Zhu, Yang, Hu (2020) Instructor-learner brain coupling discriminates between instructional approaches and predicts learning NeuroImage 211() 116657


The neural mechanisms that support naturalistic learning via effective pedagogical approaches remain elusive. Here we used functional near-infrared spectroscopy to measure brain activity from instructor-learner dyads simultaneously during dynamic conceptual learning. Results revealed that brain-to-brain coupling was correlated with learning outcomes, and, crucially, appeared to be driven by specific scaffolding behaviors on the part of the instructors (e.g., asking guiding questions or providing hints). Brain-to-brain coupling enhancement was absent when instructors used an explanation approach (e.g., providing definitions or clarifications). Finally, we found that machine-learning techniques were more successful when decoding instructional approaches (scaffolding vs. explanation) from brain-to-brain coupling data than when using a single-brain method. These findings suggest that brain-to-brain coupling as a pedagogically relevant measure tracks the naturalistic instructional process during instructor-learner interaction throughout constructive engagement, but not information clarification. Copyright © 2020 The Authors. Published by Elsevier Inc. All rights reserved.

通过有效的教学方法支持自然主义学习的神经机制仍然难以捉摸。在这里,我们使用功能性近红外光谱法在动态概念学习过程中同时测量来自讲师二元组的大脑活动。结果表明,脑与脑的耦合与学习结果相关,并且至关重要的是,似乎由讲师的特定脚手架行为(例如,提出指导性问题或提供提示)驱动。当讲师使用一种解释方法(例如,提供定义或澄清)时,脑与脑之间的耦合缺乏。最后,我们发现,从脑脑耦合数据解码教学方法(脚手架与说明)时,机器学习技术比使用单脑方法更成功。这些发现表明,脑与脑的耦合作为一种教学上相关的措施,在整个建设性参与过程中,在师生互动过程中追踪了自然主义的教学过程,但并未澄清信息。版权所有©2020。由Elsevier Inc.发布。


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