Toward a Neural Basis for Peer-Interaction: What Makes Peer-Learning Tick?
Many of the instructional practices that have been advanced as intrinsically motivating are inherent in socio-constructivist learning environments. There is now emerging scientific evidence to explain why interactive learning environments promote the intrinsic motivation to learn. The two-body and s...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2015-02-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.00028/full |
| _version_ | 1828931217212309504 |
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| author | Ian eClark Guillaume eDumas |
| author_facet | Ian eClark Guillaume eDumas |
| author_sort | Ian eClark |
| collection | DOAJ |
| description | Many of the instructional practices that have been advanced as intrinsically motivating are inherent in socio-constructivist learning environments. There is now emerging scientific evidence to explain why interactive learning environments promote the intrinsic motivation to learn. The two-body and second person approaches have begun to explore the dark matter of social neuroscience: the intra- and inter-individual brain dynamics during social interaction. Moreover, studies indicate that when young learners are given expanded opportunities to actively and equitably participate in collaborative learning activities they experienced feelings of well-being, contentment or even excitement. Neuroscience starts demonstrating how this naturally rewarding aspect is strongly associated with the implication of the mesolimbic dopaminergic pathway during social interaction. The production of dopamine reinforces the desire to continue the interaction, and heightens feelings of anticipation for future peer-learning activities. Here we review how cooperative learning and problem-solving interactions can bring about the intrinsic motivation to learn. Overall, the reported theoretical arguments and neuroscientific results have clear implications for school and organization approaches and support social constructivist perspectives. |
| first_indexed | 2024-12-14T00:43:29Z |
| format | Article |
| id | doaj.art-fd8e2da026ea46f093d89a4deea08cfc |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-14T00:43:29Z |
| publishDate | 2015-02-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-fd8e2da026ea46f093d89a4deea08cfc2022-12-21T23:24:14ZengFrontiers Media S.A.Frontiers in Psychology1664-10782015-02-01610.3389/fpsyg.2015.00028109385Toward a Neural Basis for Peer-Interaction: What Makes Peer-Learning Tick?Ian eClark0Guillaume eDumas1Nagoya University of Commerce and Business (NUCB)Pasteur InstituteMany of the instructional practices that have been advanced as intrinsically motivating are inherent in socio-constructivist learning environments. There is now emerging scientific evidence to explain why interactive learning environments promote the intrinsic motivation to learn. The two-body and second person approaches have begun to explore the dark matter of social neuroscience: the intra- and inter-individual brain dynamics during social interaction. Moreover, studies indicate that when young learners are given expanded opportunities to actively and equitably participate in collaborative learning activities they experienced feelings of well-being, contentment or even excitement. Neuroscience starts demonstrating how this naturally rewarding aspect is strongly associated with the implication of the mesolimbic dopaminergic pathway during social interaction. The production of dopamine reinforces the desire to continue the interaction, and heightens feelings of anticipation for future peer-learning activities. Here we review how cooperative learning and problem-solving interactions can bring about the intrinsic motivation to learn. Overall, the reported theoretical arguments and neuroscientific results have clear implications for school and organization approaches and support social constructivist perspectives.http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.00028/fullMotivationRewardReciprocitycooperationintersubjectivitypeer-learning |
| spellingShingle | Ian eClark Guillaume eDumas Toward a Neural Basis for Peer-Interaction: What Makes Peer-Learning Tick? Frontiers in Psychology Motivation Reward Reciprocity cooperation intersubjectivity peer-learning |
| title | Toward a Neural Basis for Peer-Interaction: What Makes Peer-Learning Tick? |
| title_full | Toward a Neural Basis for Peer-Interaction: What Makes Peer-Learning Tick? |
| title_fullStr | Toward a Neural Basis for Peer-Interaction: What Makes Peer-Learning Tick? |
| title_full_unstemmed | Toward a Neural Basis for Peer-Interaction: What Makes Peer-Learning Tick? |
| title_short | Toward a Neural Basis for Peer-Interaction: What Makes Peer-Learning Tick? |
| title_sort | toward a neural basis for peer interaction what makes peer learning tick |
| topic | Motivation Reward Reciprocity cooperation intersubjectivity peer-learning |
| url | http://journal.frontiersin.org/Journal/10.3389/fpsyg.2015.00028/full |
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