Inter-brain coupling reflects disciplinary differences in real-world classroom learning
Abstract The classroom is the primary site for learning. A vital feature of classroom learning is the division of educational content into various disciplines. While disciplinary differences could substantially influence the learning process toward success, little is known about the neural mechanism...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Nature Portfolio
2023-05-01
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| Series: | npj Science of Learning |
| Online Access: | https://doi.org/10.1038/s41539-023-00162-1 |
| _version_ | 1797832249175965696 |
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| author | Jingjing Chen Penghao Qian Xinqiao Gao Baosong Li Yu Zhang Dan Zhang |
| author_facet | Jingjing Chen Penghao Qian Xinqiao Gao Baosong Li Yu Zhang Dan Zhang |
| author_sort | Jingjing Chen |
| collection | DOAJ |
| description | Abstract The classroom is the primary site for learning. A vital feature of classroom learning is the division of educational content into various disciplines. While disciplinary differences could substantially influence the learning process toward success, little is known about the neural mechanism underlying successful disciplinary learning. In the present study, wearable EEG devices were used to record a group of high school students during their classes of a soft (Chinese) and a hard (Math) discipline throughout one semester. Inter-brain coupling analysis was conducted to characterize students’ classroom learning process. The students with higher scores in the Math final exam were found to have stronger inter-brain couplings to the class (i.e., all the other classmates), whereas the students with higher scores in Chinese were found to have stronger inter-brain couplings to the top students in the class. These differences in inter-brain couplings were also reflected in distinct dominant frequencies for the two disciplines. Our results illustrate disciplinary differences in the classroom learning from an inter-brain perspective, suggesting that an individual’s inter-brain coupling to the class and to the top students could serve as potential neural correlates for successful learning in hard and soft disciplines correspondingly. |
| first_indexed | 2024-04-09T14:04:48Z |
| format | Article |
| id | doaj.art-ccf9b53359c3468c9a2440ff7a0ba49e |
| institution | Directory Open Access Journal |
| issn | 2056-7936 |
| language | English |
| last_indexed | 2024-04-09T14:04:48Z |
| publishDate | 2023-05-01 |
| publisher | Nature Portfolio |
| record_format | Article |
| series | npj Science of Learning |
| spelling | doaj.art-ccf9b53359c3468c9a2440ff7a0ba49e2023-05-07T11:05:56ZengNature Portfolionpj Science of Learning2056-79362023-05-018111210.1038/s41539-023-00162-1Inter-brain coupling reflects disciplinary differences in real-world classroom learningJingjing Chen0Penghao Qian1Xinqiao Gao2Baosong Li3Yu Zhang4Dan Zhang5Department of Psychology, School of Social Sciences, Tsinghua UniversityCollege of Information and Electrical Engineering, China Agricultural UniversityBeijing No. 19 High SchoolBeijing No. 19 High SchoolInstitution of Education, Tsinghua UniversityDepartment of Psychology, School of Social Sciences, Tsinghua UniversityAbstract The classroom is the primary site for learning. A vital feature of classroom learning is the division of educational content into various disciplines. While disciplinary differences could substantially influence the learning process toward success, little is known about the neural mechanism underlying successful disciplinary learning. In the present study, wearable EEG devices were used to record a group of high school students during their classes of a soft (Chinese) and a hard (Math) discipline throughout one semester. Inter-brain coupling analysis was conducted to characterize students’ classroom learning process. The students with higher scores in the Math final exam were found to have stronger inter-brain couplings to the class (i.e., all the other classmates), whereas the students with higher scores in Chinese were found to have stronger inter-brain couplings to the top students in the class. These differences in inter-brain couplings were also reflected in distinct dominant frequencies for the two disciplines. Our results illustrate disciplinary differences in the classroom learning from an inter-brain perspective, suggesting that an individual’s inter-brain coupling to the class and to the top students could serve as potential neural correlates for successful learning in hard and soft disciplines correspondingly.https://doi.org/10.1038/s41539-023-00162-1 |
| spellingShingle | Jingjing Chen Penghao Qian Xinqiao Gao Baosong Li Yu Zhang Dan Zhang Inter-brain coupling reflects disciplinary differences in real-world classroom learning npj Science of Learning |
| title | Inter-brain coupling reflects disciplinary differences in real-world classroom learning |
| title_full | Inter-brain coupling reflects disciplinary differences in real-world classroom learning |
| title_fullStr | Inter-brain coupling reflects disciplinary differences in real-world classroom learning |
| title_full_unstemmed | Inter-brain coupling reflects disciplinary differences in real-world classroom learning |
| title_short | Inter-brain coupling reflects disciplinary differences in real-world classroom learning |
| title_sort | inter brain coupling reflects disciplinary differences in real world classroom learning |
| url | https://doi.org/10.1038/s41539-023-00162-1 |
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