Spaced instruction for psychological concepts: Insights from interpersonal brain synchronization and students’ perceptions of teaching

IF 5.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2026-04-01 Epub Date: 2026-01-12 DOI:10.1016/j.learninstruc.2026.102320

Xiaojun Cheng , Wenyuan Liao , Haichan Cui , Yafeng Pan , Yinying Hu

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引用次数: 0

Abstract

Background

Spaced instruction, which reinforces concepts through repetitions over time or across topics, improves learning outcomes compared to massed instruction, which involves minimal or no intervals between repetitions. While researchers have explored the mechanisms from an individual perspective (i.e., student learning), neurocognitive mechanism of spaced instruction remains elusive.

Aims

This study aimed to investigate spaced instruction in laboratory settings that simulate real-world teaching scenarios and to elucidate its underlying neural mechanisms.

Sample and methods

This study recruited two groups (the spaced and massed groups) to learn psychological concepts via instructional videos. Throughout the video recording and viewing sessions, the brain activities of the teacher and student were measured by using EEG.

Results

The spaced group exhibited superior learning outcomes compared to the massed group. Furthermore, these improved learning outcomes in the spaced group were positively associated with perceived teacher-student interaction and positive evaluations of teaching quality. At the neural level, the spaced group showed greater interpersonal brain synchronization (IBS) between the teacher and student in the alpha band of the frontal cortex compared to the massed group. This increased IBS in the spaced group predicted superior learning outcomes and was associated with positive evaluations of teaching quality. Further mediation analysis suggested that the positive evaluations mediated the relation between IBS and learning outcomes.

Conclusions

This study highlight the potential role of students’ perceptions of teaching in the spacing effect, providing deeper insight into its underlying mechanisms.

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心理学概念的间隔教学：来自人际大脑同步和学生教学感知的见解

间隔教学，通过一段时间或跨主题的重复来强化概念，与集中教学相比，可以提高学习效果，集中教学只需要很少的重复时间或没有间隔。虽然研究人员已经从个体角度（即学生学习）探索了这种机制，但间隔教学的神经认知机制仍然难以捉摸。目的本研究旨在探讨在实验室环境下模拟真实教学场景的间隔教学，并阐明其潜在的神经机制。样本和方法本研究招募了两组（间隔组和密集组）通过教学视频学习心理学概念。在录像和观看过程中，利用脑电图测量了教师和学生的大脑活动。结果间隔学习组的学习效果明显优于密集学习组。此外，间隔组的这些学习成果的改善与师生互动感知和教学质量的积极评价呈正相关。在神经水平上，与密集组相比，间隔组师生在额叶皮层α带表现出更大的人际大脑同步（IBS）。间隔组IBS的增加预示着更好的学习成果，并与对教学质量的积极评价有关。进一步的中介分析表明，积极评价在IBS与学习成绩之间起中介作用。结论本研究强调了学生对教学的认知在间隔效应中的潜在作用，为其潜在机制提供了更深入的认识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.