Interplay between prior knowledge and communication mode on teaching effectiveness: Interpersonal neural...

Area of Science:

• Neuroscience
• Educational Psychology
• Communication Studies

Background:

• Teacher-student interaction is crucial for knowledge construction.
• Communication mode and prior knowledge influence teaching effectiveness, but their interplay and neural basis are unclear.

Purpose of the Study:

• To investigate the neural mechanisms of teacher-student interaction under different communication modes and prior knowledge states.
• To explore how interpersonal neural synchronization (INS) relates to teaching effectiveness.

Main Methods:

• Simultaneous functional near-infrared spectroscopy (fNIRS) recorded brain activity in teacher-student dyads.
• Manipulated communication modes (face-to-face vs. computer-mediated) and prior knowledge (with vs. without).
• Assessed perceived interaction and student academic performance.

Main Results:

• Face-to-face (FTF) communication improved student scores compared to computer-mediated communication (CMC) when prior knowledge was present.
• Higher interpersonal neural synchronization (INS) in the left prefrontal cortex (PFC) was observed in FTF teaching with prior knowledge.
• INS mediated the link between perceived interaction and student scores, and predicted effectiveness early in FTF teaching with prior knowledge.

Conclusions:

• The interplay of communication mode and prior knowledge significantly impacts teaching effectiveness.
• INS in the left PFC is a potential neuromarker for evaluating teacher-student interaction and teaching effectiveness dynamically.
• FTF communication, combined with students' existing knowledge, fosters stronger neural synchrony and better learning outcomes.