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Related Experiment Video

Updated: Jul 31, 2025

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Published on: July 21, 2021

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

Jingjing Chen^1,2, Penghao Qian³, Xinqiao Gao⁴

¹Department of Psychology, School of Social Sciences, Tsinghua University, Beijing, China.

NPJ Science of Learning

|May 2, 2023

Summary

Successful learning in different subjects involves distinct brain activity patterns. Students excelling in Math showed stronger brain coupling with the entire class, while those excelling in Chinese connected more with top-performing peers.

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Assessing the Multiple Dimensions of Engagement to Characterize Learning: A Neurophysiological Perspective

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Published on: July 1, 2015

Area of Science:

Neuroscience
Educational Psychology
Cognitive Science

Background:

Classroom learning is structured by academic disciplines.
Disciplinary differences impact learning, but neural mechanisms are poorly understood.
Understanding these differences is key to optimizing educational strategies.

Purpose of the Study:

To investigate the neural mechanisms of successful learning in different academic disciplines.
To explore how inter-brain coupling differs between 'hard' and 'soft' subjects.
To identify neural correlates of academic success in distinct disciplinary contexts.

Main Methods:

Utilized wearable electroencephalography (EEG) devices to record high school students' brain activity.
Analyzed inter-brain coupling patterns during Chinese (soft) and Math (hard) classes over one semester.
Correlated neural coupling patterns with final exam scores.

Main Results:

Students with higher Math scores exhibited stronger inter-brain coupling with the entire class.
Students with higher Chinese scores showed stronger inter-brain coupling with top-performing classmates.
Distinct dominant frequencies in brain activity were observed for Math and Chinese classes.

Conclusions:

Disciplinary differences in learning are reflected in distinct inter-brain coupling patterns.
Inter-brain coupling with the class may indicate success in hard disciplines (e.g., Math).
Inter-brain coupling with top students could be a neural correlate for success in soft disciplines (e.g., Chinese).