ACADEMIC RESEARCH • 學術研究 53 2025 UMAGAZINE 31 • 澳大新語 In recent years, the focus of research on child development and early education has shifted from simply measuring academic and developmental outcomes to exploring the processes behind them. At the heart of both learning and development is social interaction, a central concept in many psychological theories, such as Vygotsky’s sociocultural theory and Bronfenbrenner’s ecological systems theory. By analysing the psychological mechanisms involved in these interaction processes, we can gain a deeper understanding of their role in children’s learning and development, and study how the brain processes learning and social interaction. These studies not only provide empirical evidence to support these psychological theories but also help identify the neural pathways involved, enabling us to develop more targeted educational strategies and interventions that enhance child development. Brain Synchronisation and Educational Outcomes In recent years, scientists have used advanced neuroimaging techniques, such as functional near-infrared spectroscopy (fNIRS) hyperscanning, to explore the influence of brain synchronisation (also known as inter-brain synchrony) on both educational experiences and family dynamics. Brain synchrony refers to the state in which two or more individuals (such as a student and a teacher) exhibit significant synchrony in brain activation patterns in specific regions of the brain during social interactions, a phenomenon called ‘inter-brain neural coupling’. Our research group has used fNIRS hyperscanning to observe, in real time, the brain activity of children and adults during learning and family interactions. The aim is to investigate the role of brain synchronisation in children’s interactions with their social environment. Our research findings not only reveal how enhancing educational and parenting practices can improve developmental outcomes at the neural level, but also highlight the importance of interpersonal brain synchronisation as a reliable indicator for assessing the quality of children’s interactions with their social environment. Story-Based Teaching: Enhancing STEM Learning at the Neural Level STEM (science, technology, engineering, and mathematics) education is crucial for children’s future academic development, but identifying the most effective teaching methods for these critical subjects remains a challenge. Our research group investigated how three different teaching approaches—traditional lecturing and more engaging, creative methods (storytelling using picture books and storyboards)—in STEM educational settings affect brain synchronisation between students and teachers in STEM learning environments. The results of our study show that in the storytelling condition, brain synchronisation between the left and right inferior frontal gyrus (IFG)—regions involved in language and information processing—was significantly higher than in the traditional lecture condition. Storytelling, with its narrative structure and emotional engagement, appeared to promote greater brain synchronisation between the teacher and the student. Similarly, when storyboards were used, increased synchronisation was observed in the superior temporal gyrus (STG), a region associated with the processing of auditory and visual information. This suggests that visual storytelling tools such as storyboards may enhance the brain’s ability to integrate and retain STEM concepts. In addition, our study revealed a strong relationship between brain synchronisation and learning outcomes. In the storytelling condition, synchronisation in the left supramarginal gyrus (SMG)—a region crucial for processing sensory information and integrating it into understanding—was positively correlated with improved STEM learning outcomes. Therefore, the degree of brain synchronisation between students and teachers not only directly affects the effectiveness of information absorption, but also serves as a key indicator of learning outcomes. 47對母女在完成拼圖任務時的大腦同步採集場景 The experimental setting during the brain-to-brain coupling collection of 47 mother-daughter pairs in a jigsaw puzzle task
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