Scholarlink

<p>Individual preparation (IP) is often applied as a pedagogical design to support collaborative learning while its effects remain inconclusive. Existing individual preparation (IP) research mainly relied on behavioral data and has rarely been examined with physiological evidence, leaving its underlying mechanisms largely unexplored. This study aims to expand the current understanding of how IP influences collaborative learners’ social coordination during collaboration. A total of 78 university students (male = 30, female = 48) aged between 21 and 40 years old collaborated in dyads in this study. Functional infrared spectroscopy (fNIRS) was used to measure the learners’ brain activity in the prefrontal cortex (PFC) for every individual in two conditions: immediate collaboration without individual preparation (control condition) and individual preparation before collaboration (experimental condition). Inter-brain synchrony (IBS) between the learners in the collaborating dyads was derived and compared between the two conditions. The results revealed that significantly higher levels of IBS were observed in the experimental condition than in the control condition. The findings suggest that introducing individual preparation can facilitate social coordination during subsequent collaborative learning. These findings provide novel evidence that individual preparation enhances social coordination at both behavioral and neural levels, underscoring its value as a pedagogical design for more effective collaborative learning.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

The role of individual preparation on coordination in computer-supported collaborative learning: a neuroscience perspective on learners’ inter-brain synchrony

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年2月4日

查看全文
  • Wenli Chen,
  • Qianru Lyu,
  • Mavis M. Y Ho,
  • Jessica S.H Tan,
  • Weipeng Teo

摘要

Individual preparation (IP) is often applied as a pedagogical design to support collaborative learning while its effects remain inconclusive. Existing individual preparation (IP) research mainly relied on behavioral data and has rarely been examined with physiological evidence, leaving its underlying mechanisms largely unexplored. This study aims to expand the current understanding of how IP influences collaborative learners’ social coordination during collaboration. A total of 78 university students (male = 30, female = 48) aged between 21 and 40 years old collaborated in dyads in this study. Functional infrared spectroscopy (fNIRS) was used to measure the learners’ brain activity in the prefrontal cortex (PFC) for every individual in two conditions: immediate collaboration without individual preparation (control condition) and individual preparation before collaboration (experimental condition). Inter-brain synchrony (IBS) between the learners in the collaborating dyads was derived and compared between the two conditions. The results revealed that significantly higher levels of IBS were observed in the experimental condition than in the control condition. The findings suggest that introducing individual preparation can facilitate social coordination during subsequent collaborative learning. These findings provide novel evidence that individual preparation enhances social coordination at both behavioral and neural levels, underscoring its value as a pedagogical design for more effective collaborative learning.