Classroom-based learning dynamics: the role of interbrain synchrony

Vanessa Reindl; Kerstin Konrad; Kenneth K Poon; Victoria Leong

doi:10.1016/j.tics.2024.10.003

Classroom-based learning dynamics: the role of interbrain synchrony

Trends Cogn Sci. 2024 Dec;28(12):1063-1065. doi: 10.1016/j.tics.2024.10.003. Epub 2024 Nov 3.

Authors

Vanessa Reindl¹, Kerstin Konrad², Kenneth K Poon³, Victoria Leong⁴

Affiliations

¹ Psychology, School of Social Sciences, Nanyang Technological University, Singapore, Republic of Singapore; Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, RWTH Aachen University, Aachen, Germany. Electronic address: [email protected].
² Child Neuropsychology Section, Department of Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, RWTH Aachen University, Aachen, Germany; JARA-BRAIN Institute II, Molecular Neuroscience and Neuroimaging, Forschungszentrum Jülich GmbH and RWTH Aachen University, Jülich, Germany.
³ National Institute of Education, Nanyang Technological University, Singapore, Republic of Singapore.
⁴ Early Mental Potential and Wellbeing Research (EMPOWER) Centre, Nanyang Technological University, Singapore, Republic of Singapore; Department of Pediatrics, University of Cambridge, Cambridge, UK.

PMID: 39496533
DOI: 10.1016/j.tics.2024.10.003

Abstract

Classroom learning occurs within a multidimensional context of inter-related neurocognitive, motivational, and socioemotional processes. Multisubject approaches in neuroscience are poised to capture these dynamics using multimodal, time-resolved, and nonlinear methodologies and may help us identify the factors that facilitate or impede learning in such highly complex and social environments.

Keywords: complex systems; educational neuroscience; hyperscanning; learning.

MeSH terms

Brain* / physiology
Humans
Learning* / physiology
Schools