Kustova Tatiana, Vodneva Alena, Tcepelevich Margarita, Tkachenko Irina, Oreshina Galina, Zhukova Marina A, Golovanova Irina, Grigorenko Elena L
Scientific Center for Cognitive Sciences, Sirius University of Science and Technology, Sirius, Krasnodar region 354340, Russia.
Scientific Center for Cognitive Sciences, Sirius University of Science and Technology, Sirius, Krasnodar region 354340, Russia.
Int J Psychophysiol. 2025 May;211:112556. doi: 10.1016/j.ijpsycho.2025.112556. Epub 2025 Mar 18.
This article reviews recent studies of real-time learner-instructor interactions and psychophysiological indicators associated with this process. The initial systematic search of the literature yielded 2,663 articles; 26 peer-reviewed articles in English were included in the final sample. The learner-instructor interpersonal relationships were studied using neuroimaging, eye movements, and peripheral physiological devices. Retrieved articles covered several phenomena accompanying learning interaction, including attention and meditation processes, mental effort, engagement, inter-brain synchronization, relationship quality, and interpersonal behavior. Some articles emphasized the link between the aforementioned processes and learning outcomes. The following psychophysiological correlates of processes underlying learning interaction were indicated. Inter-brain synchronization in the prefrontal cortex and temporal-parietal area is associated with the social component of learning interactions and positively correlates with learning outcomes. Students' engagement is accompanied by a decrease in electroencephalography occipital alpha rhythm, indicating heightened attention. Experienced teachers tend to focus their gaze on students while balancing gaze between learners and content facilitates students' attention. Students' gaze allocation toward learning-related areas indicates attention and engagement, which varies with instructional strategies. Heart rate and electrodermal activity positively correlate with learners' engagement, increasing during active educational strategies and decreasing throughout the lesson. Finally, heart rate, reflecting physiological arousal and interpersonal behavior, relates to the emotions experienced by the teacher. However, most of the registered associations require replication and further research, as at this point, their direction and magnitude are inconclusive due to, most likely, the differences in the methods and analytical strategies. Limitations and implications for future research are discussed.
本文回顾了近期关于实时学习者与教师互动以及与此过程相关的心理生理指标的研究。对文献的初步系统检索得到2663篇文章；最终样本纳入了26篇英文同行评审文章。使用神经成像、眼动和外周生理设备对学习者与教师的人际关系进行了研究。检索到的文章涵盖了学习互动中伴随的几种现象，包括注意力和冥想过程、心理努力、参与度、脑间同步、关系质量和人际行为。一些文章强调了上述过程与学习成果之间的联系。指出了学习互动背后过程的以下心理生理关联。前额叶皮层和颞顶叶区域的脑间同步与学习互动的社会成分相关，并与学习成果呈正相关。学生的参与伴随着脑电图枕叶阿尔法节律的降低，表明注意力增强。经验丰富的教师倾向于将目光集中在学生身上，而在学习者和教学内容之间平衡目光有助于学生的注意力。学生对与学习相关区域的目光分配表明了注意力和参与度，这会因教学策略而异。心率和皮肤电活动与学习者的参与度呈正相关，在积极的教育策略中增加，在整堂课中减少。最后，反映生理唤醒和人际行为的心率与教师所体验到的情绪有关。然而，大多数已记录的关联需要重复验证和进一步研究，因为在这一点上，由于方法和分析策略的差异，它们的方向和程度尚无定论。本文还讨论了局限性和对未来研究的启示。
