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Updated: Jun 16, 2025
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Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study
Published on: July 21, 2021
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Spontaneous movement synchrony as an exogenous source for interbrain synchronization in cooperative learning
Yuanyuan Li1, Chang Su1, Yafeng Pan1,2
1Department of Psychology and Behavioral Sciences, Zhejiang University , Hangzhou 310058, People's Republic of China.
Summary
Synchronized body movements between individuals drive interbrain synchronization (IBS), enhancing cooperative learning success. This finding highlights the role of embodied cognition in social learning and information transmission.
Area of Science:
- Cognitive Science
- Neuroscience
- Social Psychology
Background:
- Cooperative learning is vital for cultural evolution and survival.
- Interbrain synchronization (IBS) predicts success in cooperative learning.
- The origins of IBS during learning are not well understood.
Purpose of the Study:
- To investigate if movement synchrony drives interbrain synchronization (IBS) from an embodiment perspective.
- To explore the role of synchronized movements in facilitating cooperative learning.
Main Methods:
- Formed dyads with varying prior knowledge (high-high, high-low, low-low).
- Recorded brain activity using functional near-infrared spectroscopy (fNIRS).
- Analyzed interpersonal movement synchrony using computer-vision motion energy analysis.
Main Results:
- Homogeneous groups (high-high, low-low) showed greater movement synchrony and IBS than heterogeneous groups (high-low).
- Mediation analysis confirmed that spontaneous synchronized body movements contribute to IBS.
- Movement synchrony facilitates learning through enhanced interbrain communication.
Conclusions:
- Movement synchrony acts as an exogenous factor driving interbrain synchronization during cooperative learning.
- This research bridges the gap between embodied cognition, behavioral entrainment, and social learning.
- Findings elucidate the mechanisms of interpersonal information transmission in learning contexts.
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