Inter-brain coupling reflects disciplinary differences in real-world classroom learning

Abstract

AbstractClassroom is the primary site for learning. One important feature of classroom learning is its organization into different disciplines. While disciplinary differences could substantially influence students’ learning processes, 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. The students with higher learning outcomes in Chinese were found to have better inter-brain neural couplings with their excellent peers, whereas the students with higher Math outcomes were found to have better couplings with the class average. Moreover, the inter-brain couplings showed distinct dominant frequencies for the two disciplines. Our results illustrate disciplinary differences in successful learning from an inter-brain perspective and suggest the neural activities of excellent peers and class average as exemplars for soft and hard disciplines.TeaserSuccessful classroom learning is associated with distinct inter-brain coupling patterns for soft and hard disciplines