Learning and Instruction最新文献

{"title":"Judgments of learning in the wild: Establishing ecological validity with an intelligent tutoring system in a field study","authors":"Marc Philipp Janson ,&nbsp;Samuel Wissel ,&nbsp;Franziska Ingendahl ,&nbsp;Monika Undorf","doi":"10.1016/j.learninstruc.2025.102293","DOIUrl":"10.1016/j.learninstruc.2025.102293","url":null,"abstract":"<div><h3>Background</h3><div>The monitoring of one's own learning progress is a key process in models of self-regulated learning and a key predictor of self-regulated learning and academic success. Judgments of learning (JOLs) are an established measure for assessing people's monitoring of learning and have been found to predict learners' subsequent performance as well as effort regulation. However, most studies have been conducted in laboratory settings, involving relatively artificial learning materials and low-stakes tests.</div></div><div><h3>Aims</h3><div>We evaluate the predictive validity of JOLs for learning performance and effort regulation in an ecologically valid learning environment by requesting aggregate JOLs in an intelligent tutoring system.</div></div><div><h3>Sample</h3><div>90 German university students used an intelligent tutoring system that provided practice exercises for self-regulated preparation for a statistics exam over the course of a semester.</div></div><div><h3>Methods</h3><div>Aggregate JOLs for each chapter of the statistics course were assessed once per week (279 assessments in total). Dependent variables were learning performance as well as absolute and relative learning effort for each chapter, derived from the intelligent tutoring system's log files.</div></div><div><h3>Results</h3><div>JOLs significantly predicted learning performance (<em>β</em> = 0.20, <em>p</em> &lt; .001) and effort regulation (<em>β</em>_{<em>absolute</em>} = −0.12, <em>p</em> &lt; .001, <em>β</em>_{<em>relative</em>} = −0.07, <em>p</em> = .002).</div></div><div><h3>Conclusions</h3><div>The present research demonstrates that JOLs have predictive power in real-world learning. It thus bridges the gap between experimental cognitive research and applied educational research on metamemory and self-regulation.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"103 ","pages":"Article 102293"},"PeriodicalIF":4.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145996174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From heartbeats to actions: Multimodal learning analytics of cognitive and behavior engagement in real classrooms","authors":"Enqi Fan ,&nbsp;Matt Bower ,&nbsp;Jens Siemon","doi":"10.1016/j.learninstruc.2026.102325","DOIUrl":"10.1016/j.learninstruc.2026.102325","url":null,"abstract":"<div><h3>Background</h3><div>In the classroom, there may be a mismatch between students’ external behavior and their internal cognitive states. For example, students may exhibit attentive behavior but not be engaged in deep cognitive processing.</div></div><div><h3>Aims</h3><div>This study combined time-on-task and heart rate variability (HRV) data to explore the dynamic relationship between student behavior and cognition. By comparing Video Learning Classrooms (VLC) with Traditional Learning Classrooms (TLC), the influence of different teaching settings on students’ learning states was explored.</div></div><div><h3>Sample</h3><div>45 students (paired sample) from German vocational schools and high schools.</div></div><div><h3>Methods</h3><div>Time-on-task in the classroom was coded (in 10-s intervals) as a measure of students' dynamic behavior. The HRV indicator RMSSD (root mean square of successive differences) measured students’ dynamic cognition.</div></div><div><h3>Results</h3><div>Kruskal-Wallis tests revealed significant differences in HRV between the two classroom settings for all time-on-task categories (p &lt; 0.001). Spearman's correlation analysis showed a significant negative correlation between time-on-task and HRV (VLC: <em>ρ</em> = −0.1621; TLC: <em>ρ</em> = −0.2184). In the VLC, students had more cognitive load when performing learning tasks, but the cognitive fluctuations were more stable. The TLC, on the other hand, showed greater cognitive fluctuations.</div></div><div><h3>Conclusion</h3><div>Combining behavioral and physiological data using the MMLA can more accurately capture students' learning states. The study found that the impact of different instructional settings on students' learning states differs. Video tutorials help to stabilize students' cognitive engagement, while traditional classrooms place higher demands on students’ self-regulation abilities.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"103 ","pages":"Article 102325"},"PeriodicalIF":4.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analyzing embodied learning in classroom settings: A human-in-the-loop AI approach for multimodal learning analytics","authors":"Joyce Horn Fonteles ,&nbsp;Clayton Cohn ,&nbsp;Efrat Ayalon ,&nbsp;Mengxi Zhou ,&nbsp;Ashwin T.S. ,&nbsp;Eduardo Davalos ,&nbsp;Zhijian Li ,&nbsp;Surya Rayala ,&nbsp;Divya Mereddy ,&nbsp;Austin Coursey ,&nbsp;Shruti Jain ,&nbsp;Yike Zhang ,&nbsp;Noel Enyedy ,&nbsp;Joshua Danish ,&nbsp;Gautam Biswas","doi":"10.1016/j.learninstruc.2025.102274","DOIUrl":"10.1016/j.learninstruc.2025.102274","url":null,"abstract":"<div><h3>Background:</h3><div>Embodied learning enhances cognition and metacognition through physical activity, but analyzing students’ behaviors in dynamic classrooms from multimodal data is complex. Human-guided, AI-driven Multimodal Learning Analytics offers promise, yet demands labor-intensive coding. Using coding schemas to fine-tune deep learning for accurate interpretation of learner behaviors remains both challenging and computationally intensive.</div></div><div><h3>Aims:</h3><div>Develop a robust human-in-the-loop AI framework to analyze students’ self-regulated learning (SRL) and socially shared regulation of learning (SSRL) in embodied learning environments. The framework integrates multimodal data streams, deep learning algorithms, and a late-fusion Large Language Model (LLM) for deriving SRL and SSRL behaviors.</div></div><div><h3>Sample and Methods:</h3><div>A two-month study in a 4th-grade science classroom, focused on two class sessions and four fully consented students. A novel codebook mapped multimodal features to high-level SRL-SSRL behaviors. Our multimodal pipeline combined deep learning algorithms of students’ interactions with an LLM for late fusion to segment and classify behaviors. Learning scientists validated the results using an interactive timeline.</div></div><div><h3>Results:</h3><div>The LLM identified 470 segments across 40 min of video from two enactments of the photosynthesis scenario. Enacting (66.4%) and Interacting (15.5%) were most frequent. Human evaluation confirmed accuracy but noted challenges with overlapping behaviors. A case study of two students revealed distinct regulatory strategies across behaviors and durations.</div></div><div><h3>Conclusion:</h3><div>Integrating AI with human expertise enhances analysis of SRL and SSRL in embodied learning. Future work will refine behavioral definitions, improve data alignment, expand validation, and deploy the pipeline online to generate enactment summaries that support teachers and students.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"103 ","pages":"Article 102274"},"PeriodicalIF":4.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How knowledge structures transform into scientific creative thinking in the science education context: Behavioral and neural evidence","authors":"Chaoqun Ye ,&nbsp;Senqing Qi ,&nbsp;Yuhong Lin ,&nbsp;Yangping Li ,&nbsp;Weiping Hu","doi":"10.1016/j.learninstruc.2026.102322","DOIUrl":"10.1016/j.learninstruc.2026.102322","url":null,"abstract":"<div><h3>Background</h3><div>A core goal of contemporary education is to enable learners to actively construct coherent knowledge structures, while fostering critical thinking, creativity, and problem-solving abilities. However, the neurocognitive mechanisms underlying the transformation of knowledge structures into creative thinking remain largely unknown.</div></div><div><h3>Aims</h3><div>This study explored neurocognitive mechanisms by which knowledge structures transform into scientific creative thinking by combining electroencephalography (EEG) and machine learning.</div></div><div><h3>Sample</h3><div>Participants were 60 first-year undergraduate students who had been enrolled for 3 months.</div></div><div><h3>Methods</h3><div>Participants first completed knowledge structure tasks, followed by scientific creativity tasks. Brain activity during creative thinking was simultaneously recorded using EEG.</div></div><div><h3>Results</h3><div>Students with well-structured knowledge scored higher on fluency, flexibility, and originality of scientific creativity than those with ill-structured knowledge. The cognitive processing patterns underlying scientific creative thinking are modulated by knowledge structures. Students with well-structured knowledge showed greater activation of brain theta and alpha neural oscillations related to knowledge integration, cognitive control, and conceptual restructuring. Students with ill-structured knowledge exhibited stronger activation of beta and gamma neural oscillations related to visual processing and episodic memory retrieval. Regarding neural mechanism, the theta-alpha neural oscillations in the frontal-central and parietal regions, along with beta oscillations in the occipital region, decode the neural mechanisms that underpin knowledge structure transformation into scientific creative thinking. Critically, these neural oscillations patterns successfully predicted knowledge structures differences.</div></div><div><h3>Conclusions</h3><div>This study establishes a neurodynamic framework linking knowledge structures to scientific creativity, revealing how brain activity scaffolds innovation and informing strategies to foster creativity in education.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"103 ","pages":"Article 102322"},"PeriodicalIF":4.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Multimodal perspectives on affective dynamics in an intelligent tutoring system","authors":"Anja Henke ,&nbsp;Jason M. Harley ,&nbsp;Negar Matin ,&nbsp;Johann Chevalère ,&nbsp;Verena V. Hafner ,&nbsp;Niels Pinkwart ,&nbsp;Rebecca Lazarides","doi":"10.1016/j.learninstruc.2025.102310","DOIUrl":"10.1016/j.learninstruc.2025.102310","url":null,"abstract":"<div><h3>Background</h3><div>Research has highlighted the relevance of affective processes for learning but often relies on self-reports without accounting for inter- and intraindividual dynamics. Multimodal research allows for a more comprehensive assessment of these dynamics. Most multimodal studies, however, rely on lab contexts, reducing ecological validity of results. The present study aims to address this gap.</div></div><div><h3>Aims</h3><div>We examine situated inter- and intraindividual variability in concurrent activity emotions and affective activation and their interrelations with learning behaviour (prompt compliance) and domain knowledge after learning in an intelligent tutoring system.</div></div><div><h3>Sample</h3><div>The sample consisted of 83 students (<em>M</em>_age = 15.52, <em>SD</em> = 1.90; girls = 56.6 %) from four secondary schools.</div></div><div><h3>Methods</h3><div>We combined logfile data (prompt compliance), with electrodermal activity assessment (affective activation), standardized tests data (domain knowledge), and two types of self-report data: experience-sampling to capture concurrent activity emotions over time and topic-related emotions. Two-level dynamic structural equation models were applied.</div></div><div><h3>Results</h3><div>Results revealed concurrent emotions and prompt compliance to be self-predictive over time. Topic-related boredom and confusion were linked to concurrent boredom and confusion. Person-level affective activation negatively predicted person-level domain knowledge after learning, suggesting high activation may deplete cognitive resources. Topic-related boredom and confusion positively predicted increases in aggregated affective activation, suggesting these emotions drive activation.</div></div><div><h3>Conclusions</h3><div>The study shows that once an emotion is established, it can persist for the learning session and that especially initial boredom can be detrimental for following learning processes and that particularly affective activation can deplete learning performance (domain knowledge after learning).</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"103 ","pages":"Article 102310"},"PeriodicalIF":4.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146080138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bridging the digital divide? Effects of analog and digital reading interventions in German elementary schools","authors":"Jana Heinz ,&nbsp;Franz Neuberger ,&nbsp;Laura Eras ,&nbsp;Uta Hauck-Thum","doi":"10.1016/j.learninstruc.2026.102324","DOIUrl":"10.1016/j.learninstruc.2026.102324","url":null,"abstract":"<div><h3>Background</h3><div>School systems are facing challenges in providing children with reading competence necessary for participating in a digital society while meeting the needs of an increasingly diverse student population. Educational inequalities persist, and are intensified by the digital divide, which shapes access to, use of, and benefit from digital media.</div></div><div><h3>Aims</h3><div>We examine how students' socioeconomic background influences their access to and use of digital media, and how these factors relate to their reading development in a reading intervention, implemented in analog and digital contexts.</div></div><div><h3>Sample</h3><div>Participants were 249 elementary students.</div></div><div><h3>Methods</h3><div>The study involved a six-month reading intervention in three elementary schools. Classes were assigned to analog, digital, or control conditions. The intervention combined fluency practice, collaborative comprehension tasks, and creative activities. Pre- and post-test measures, including tests and questionnaires, were employed. Data were analyzed using a multi-step design incorporating descriptive tables, regression, and fixed-effects panel models.</div></div><div><h3>Results</h3><div>Overall intervention effects on reading competence were modest. The analog intervention showed small positive effects, while the digital format produced less consistent results. Effectiveness varies by school context, parental education, and language background. High levels of digital media use at home correlated with lower reading competence.</div></div><div><h3>Conclusion</h3><div>The success of reading interventions depends less on the medium than on scaffolding, teacher implementation, and alignment with students’ starting skills. Students from highly educated families tended to benefit more, while digital familiarity alone did not confer an advantage. These results highlight the need for context-sensitive designs that address inequalities in both analog and digital learning environments.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"103 ","pages":"Article 102324"},"PeriodicalIF":4.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Connecting joint visual attention, community belonging, and self-efficacy in makerspace environments using high frequency data","authors":"Bertrand Schneider ,&nbsp;Edwin Chng","doi":"10.1016/j.learninstruc.2025.102315","DOIUrl":"10.1016/j.learninstruc.2025.102315","url":null,"abstract":"<div><h3>Background</h3><div>Makerspaces provide open-ended, collaborative environments where students develop skills such as creativity, persistence, and collaboration. While these spaces are recognized for fostering agency and identity, it remains difficult to quantify how learners’ experiences translate into growth in constructs like self-efficacy and community belonging.</div></div><div><h3>Aims</h3><div>This study explores how high frequency data collection techniques, specifically pose and gaze tracking, can quantify students’ growth in makerspaces; it investigates how this kind of behavioral data relate to increases in self-efficacy and community belonging.</div></div><div><h3>Sample</h3><div>Participants included 56 students (7 male, 48 female, aged 25–35) enrolled in a semester-long digital fabrication course at a U.S. graduate school of education. We collected data from students across three semesters (Spring 2022; Fall 2022; and Spring 2024).</div></div><div><h3>Methods</h3><div>The study employed 8 cameras to extract measures of joint visual attention, pre/post surveys on self-efficacy and community belonging, as well as weekly self-reports of stress, enjoyment, and time spent in the makerspace. Correlations and mediation analysis were used to explore relationships between behavioral data, self-reports, and self-efficacy.</div></div><div><h3>Results</h3><div>We found a significant correlation between joint visual attention and gains in community belonging. Additionally, self-efficacy gains were predicted by the amount of joint visual attention between students, but only when mediated by gains in community belonging.</div></div><div><h3>Conclusions</h3><div>High frequency data can illuminate learning processes in makerspaces, emphasizing the importance of fostering community. These insights highlight the need for further research on how sensor-based approaches can be integrated into the study (and support) of learning in authentic educational contexts.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"103 ","pages":"Article 102315"},"PeriodicalIF":4.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"International perspectives on incorporating climate change into forest school training programs","authors":"Moriya Netzer ,&nbsp;Dafna Gan ,&nbsp;Ofira Ayalon","doi":"10.1016/j.learninstruc.2026.102339","DOIUrl":"10.1016/j.learninstruc.2026.102339","url":null,"abstract":"<div><h3>Background</h3><div>Forest Schools (FS) offer a unique learning environment that directly exposes students to climate change (CC), making them an ideal platform for climate change education. However, CC topics are rarely integrated into FS curricula.</div></div><div><h3>Aims</h3><div>This study compares the perspectives of FS practitioner trainers from 14 countries on integrating CC into FS training programs, examining how socio-cultural contexts and regional climate impacts influence these perspectives.</div></div><div><h3>Sample</h3><div>The study involved 36 FS practitioner trainers from 14 different countries.</div></div><div><h3>Methods</h3><div>A qualitative approach was used, combining document analysis and semi-structured interviews with FS trainers. Trainers were asked to discuss their views on incorporating CC into FS training programs. Thematic analysis was conducted to identify key factors influencing trainers' attitudes and practices.</div></div><div><h3>Results</h3><div>Over half (55%) of trainers expressed reluctance to include CC topics, citing social, psychological, educational, and practical challenges. In contrast, 44% supported climate change education integration, emphasizing the responsibility to future generations and the potential educational benefits of FS. Both groups highlighted the importance of fostering sustainable behavior and cultivating a connection to nature as key goals of FS education.</div></div><div><h3>Conclusions</h3><div>The study underscores the challenges and opportunities associated with incorporating CC into FS training. It provides practical suggestions for integrating climate change education, leveraging FS's outdoor pedagogy, and addressing barriers to effective implementation.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"103 ","pages":"Article 102339"},"PeriodicalIF":4.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146174408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Spatial skills in early childhood education","authors":"Katarzyna Bobrowicz ,&nbsp;Angélica Mendes","doi":"10.1016/j.learninstruc.2025.102308","DOIUrl":"10.1016/j.learninstruc.2025.102308","url":null,"abstract":"<div><h3>Background</h3><div>Spatial skills are a host of abilities that underpin processing of spatial information, such as shapes, locations, and inter-relations among entities and frames of reference (cf. Newcombe &amp; Shipley, 2015). Spatial skills develop in early childhood and are malleable through pedagogical activities, which potentially makes them an important part of early educational curricula around the world.</div></div><div><h3>Aims</h3><div>The present study aimed to chart out the curricular representation and scope of spatial skills in fifty-two countries across six continents.</div></div><div><h3>Sample</h3><div>A total of 81 documents with curricular guidelines pertaining to early childhood education across fifty-two countries were collected and analyzed.</div></div><div><h3>Methods</h3><div>This study involved mixed methods, as the data was coded with a deductive six-phase latent thematic analysis (Braun &amp; Clarke, 2006; Clarke &amp; Braun, 2015). Five themes with a total of sixteen indicators were identified based on previous literature. The proportions of occurrences for each indicator were calculated and compared across the country-specific curricula. Descriptive statistics and Kruskal-Wallis tests were employed to address hypotheses posed in the study.</div></div><div><h3>Results</h3><div>The results showed that all countries but two mentioned diverse spatial skills, but the extent of such representation did not vary across curricula directed at infancy and toddlerhood, or the preschool years, or the entire early childhood. Although the development and the malleability of spatial skills was recognized, the sociodemographic diversity was not. Finally, most curricula included concrete pedagogical activities fostering spatial skills.</div></div><div><h3>Conclusions</h3><div>The representation of spatial skills was diverse and widespread around the world, both in the Global North and in the Global South.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"103 ","pages":"Article 102308"},"PeriodicalIF":4.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146079981","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tracking college student's learning gains using EEG hyperscanning: An interpersonal neuroscience approach development and validation","authors":"Haiqing Yu ,&nbsp;Leijin Shu ,&nbsp;Yongzhi Huang ,&nbsp;Tzyy-Ping Jung ,&nbsp;Minpeng Xu ,&nbsp;Dong Ming","doi":"10.1016/j.learninstruc.2026.102323","DOIUrl":"10.1016/j.learninstruc.2026.102323","url":null,"abstract":"<div><h3>Background</h3><div>Understanding college students' learning gains holds significant utility both for their self-regulation, and for teachers' online adaptation of instructional approach. EEG hyperscanning and brain-to-brain coupling (BBC) studies provide insight into students’ learning gains at the interpersonal level.</div></div><div><h3>Aims</h3><div>We proposed that a nonlinear BBC between teachers and students can reveal the shared cognitive processes during knowledge transmission and thus inform the learning gains. The main rationale is that the neural activities of teachers and students are dynamically coupled rather than aligned during teaching and learning.</div></div><div><h3>Sample</h3><div>Participants were 32 college students, in eight groups of four students each, and one lecturer. There was an asymmetric knowledge status between teacher and students in terms of the learning content.</div></div><div><h3>Methods</h3><div>Synchronized EEG and speech data were collected during eight well-scripted lessons, which involved in-class tests, teacher-led lectures, and self-reports. We introduced Cross-Sample Entropy to calculate the nonlinear BBC. The representative behavioral and neural features were quantified, including question-level and lesson-level learning gains, subjective experience, and BBC between student dyads, student-to-group, and student-to-teacher.</div></div><div><h3>Results</h3><div>Nonlinear BBC among students was complementary driven by shared attention and social closeness. Meanwhile, the teacher increased the interaction with students with less prior knowledge, thereby benefiting knowledge transmission. It was accompanied by a stronger nonlinear BBC. Importantly, only the nonlinear BBC, rather than the linear measure, showed sensitivity to differences in learning gains.</div></div><div><h3>Conclusions</h3><div>These findings demonstrated the feasibility of BBC tracking the students’ learning gains as a neural marker. Furthermore, it provided inter-brain neuroscience evidence supporting the Prediction-Transmission hypothesis and suggested enhancing interaction to facilitate knowledge transmission to students with less prior knowledge.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"103 ","pages":"Article 102323"},"PeriodicalIF":4.9,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145996175","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}