Researchers from the Science of Learning in Education publish two journal articles

Researchers from the Science of Learning in Education (SoLEC), Asst Prof Teo Wei Peng, Assistant Centre Director in Interdisciplinary Research & Partnerships, Dr Jessica Tan, Research Fellow, and Mr Wong Jin Nen, Research Assistant, wrote a journal article titled “Is Neuroimaging Ready for the Classroom? A Systematic Review of Hyperscanning Studies in Learning” in the NeuroImage journal. This article explores whether neuroscience and education are still two very separate fields by systematically reviewing 15 hyperscanning studies that were conducted in real-world classrooms or that implemented a teaching-learning task to investigate instructor-learner dynamics. Findings from this investigation have shown that inter-brain synchrony between instructor- and learner-related variables that influence learning, as well as the possibility of conducting real-world classroom studies with portable neuroimaging techniques and highlight the potential of such studies in providing translatable real-world implications.

Dr Jessica Tan wrote another journal article titled “Student Arousal, Engagement, and Emotion Relative to Physical Education Periods in School” in the Trends in Neuroscience and Education journal, alongside Asst Prof Alicia Marie Goodwill, Assistant Professor at the Physical Education & Sports Science Academic Group (PESS AG), Dr Jack Fogarty, Education Research Scientist at the Science of Learning in Education (SoLEC), and Dr Tan Aik Lim, Research Fellow at the Science of Learning in Education (SoLEC). This article aims to explore the impact of Physical Education (PE) on cognitive and affective processes across the school day by using wearables and questionnaires to track student arousal, engagement, and emotion. The findings highlight the importance of considering acute effects of PE on learning across the entire school day and demonstrates the feasibility of wearables to clarify how the timing of PE could positively or negatively affect self-regulation and learning.