Interplay between prior knowledge and communication mode on teaching effectiveness: Interpersonal neural synchronization as a neural marker

Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony

Studies have found that flipped classroom teaching (FT) improves learning compared to lecture-based teaching (LT). However, whether the structured teacher-student interaction-the key feature of FT-plays an essential role in enhancing learning remains unclear, as do its neural underpinnings. Here, we compared three teaching conditions: FT with a video lecture and structured interaction, LT with a face-to-face lecture and spontaneous interaction, and control teaching (CT) with a video lecture and spontaneous interaction. The fNIRS-based hyperscanning technique was used to assess the interbrain synchrony (IBS) from teacher-student dyads. Results showed that the learning was significantly improved in FT than in LT and CT, and FT significantly increased teacher-student IBS in left DLPFC. Moreover, the IBS and learning improvements were positively correlated. Therefore, these findings indicate that the structured teacher-student interaction is crucial for enhancing learning in FT, and IBS serves as its neural foundation.

How a speaker herds the audience: multibrain neural convergence over time during naturalistic storytelling

Storytelling-an ancient way for humans to share individual experiences with others-has been found to induce neural alignment among listeners. In exploring the dynamic fluctuations in listener-listener (LL) coupling throughout stories, we uncover a significant correlation between LL coupling and lagged speaker-listener (lag-SL) coupling over time. Using the analogy of neural pattern (dis)similarity as distances between participants, we term this phenomenon the "herding effect." Like a shepherd guiding a group of sheep, the more closely listeners mirror the speaker's preceding brain activity patterns (higher lag-SL similarity), the more tightly they cluster (higher LL similarity). This herding effect is particularly pronounced in brain regions where neural alignment among listeners tracks with moment-by-moment behavioral ratings of narrative content engagement. By integrating LL and SL neural coupling, this study reveals a dynamic, multibrain functional network between the speaker and the audience, with the unfolding narrative content playing a mediating role in network configuration.

Dance of two brains: Interval subdivision in alternated condition enhances resistance to interference by others

The accomplishment of interpersonal sensorimotor synchronization is a challenging endeavor because it requires the achievement of a balance between accurate temporal control within individuals and smooth communication between them. This raises a critical question: How does the brain comprehend and process the perceptual information of others to guarantee accurate temporal control of action goals in a social context? A joint synchronization - continuation tapping task was conducted together with varying relative phases (0°/180°) and intervals of tempos (400 ms/800 ms/1600 ms) while neural data was collected using fNIRS (functional near-infrared spectroscopy). Individuals showed better behavioral performance and greater interpersonal brain synchronization(IBS) in the left dorsolateral prefrontal cortex at alternated condition (180° relative phase) compared to symmetric condition (0° relative phase), suggesting that the individual can better maintain behavioral performance and show improved IBS when the partner taps between the individual's gaps. Meanwhile, in most levels of alternated condition, IBS is inversely proportional to interference from partner, implying the counteraction of IBS against interference from others. In addition, when the interval of tempo was 1600 ms, behavioral performance showed a sharp decline, accompanied by a decrease in IBS, reflecting that IBS in SMS reflects effective information exchange between individuals rather than ineffective interference with each other. This study provides insight into the mechanisms underlying sensorimotor synchronization between individuals.

Intergenerational or intragenerational learning? The relationship between interpersonal neural synchrony and older adult's learning acquisition

OBJECTIVES

Lifelong learning facilitates active ageing, and intragenerational learning-the process by which older adults learn from their peers-is an effective means of achieving this goal. The present research aims to elucidate the mechanisms and differences between intergenerational and intragenerational learning models for older adults as evidenced by brain-to-brain synchrony.

METHODS

Fifty-six instructor-learner dyads completed a study comparing intergenerational and intragenerational learning models, as well as task difficulty. The study utilized a block puzzle task and functional near-infrared spectroscopy (fNIRS) for hyperscanning.

RESULTS

The instructor-learner dyads showed greater interpersonal neural synchrony (INS) and learning acquisition in the intragenerational learning model in the difficult task condition (t (54) = 3.49, p < 0.01), whereas the two learning models yielded similar results in the easy condition (t (54) = 1.96, p = 0.06). In addition, INS and self-efficacy mediated the association between learning models and learning acquisition in older adults (b = 0.14, SEM = 0.04, 95 % CI [0.01 0.16]).

DISCUSSION

This study is the first to provide evidence of interbrain synchrony in an investigation of the intragenerational learning model in older adults. Our findings suggest that intra-learning is as effective as traditional inter-learning and may be more effective in certain contexts, such as difficult tasks. Encouraging intra-learning in community service or educational activities can effectively mitigate the challenge of limited volunteers and enhance learning acquisition among older adults.

The acquired dyad inclination and decreased interpersonal brain communication in the pursuit of collective benefit

People perform better collectively than individually, a phenomenon known as the collective benefit. To pursue the benefit, they may learn from previous behaviors, come to know whose initial opinion should be valued, and develop the inclination to take it as the collective one. Such learning may affect interpersonal brain communication. To test these hypotheses, this study recruited participant dyads to conduct a perceptual task on which they made individual decisions first and then the collective one. The enhanced interpersonal brain synchronization (IBS) between participants was explored when individual decisions were in disagreement vs. agreement. Computational modeling revealed that participant dyads developed the dyad inclination of taking the higher-able participants', not the lower-able ones' decisions as their collective ones. Brain analyses unveiled the enhanced IBS at frontopolar areas, premotor areas, supramarginal gyri, and right temporal-parietal junctions. The premotor IBS correlated negatively with dyad inclination and collective benefit in the absence of correction. The Granger causality analyses further supported the negative relation of dyad inclination with inter-brain communication. This study highlights that dyads learn to weigh individuals' decisions, resulting in dyad inclinations, and explores associated inter-brain communication, offering insights into the dynamics of collective decision-making.

Teach a man to fish: Hyper-brain evidence on scaffolding strategy enhancing creativity acquisition and transfer

Creativity is an indispensable competency in today's innovation-driven society. Yet, the influences of instructional strategy, a key determinant of educational outcomes, on the creativity-fostering process remains an unresolved mystery. We proposed that instructional strategy affects creativity cultivation and further investigated the intricate neural mechanisms underlying this relationship. In a naturalistic laboratory setting, 66 instructor-learner dyads were randomized into three groups (scaffolding, explanation, and control), with divergent thinking instructions separately. Functional near-infrared spectroscopy (fNIRS) hyperscanning simultaneously collected brain signals in the prefrontal cortex and temporal-parietal junction regions. Results indicated that learners instructed with a scaffolding strategy demonstrated superior creative performance both in acquisition (direct learning) and transfer (use in a novel context) of creativity skills, compared to pretest levels. In contrast, the control and explanation groups did not exhibit such effects. Notably, we also observed remarkable interbrain neural synchronization (INS) between instructors and learners in the left superior frontal cortex in the scaffolding group, but not in the explanation or control groups. Furthermore, INS positively predicted enhancements in creativity performance (acquisition and transfer), indicating that it is a crucial neural mechanism in the creativity-fostering process. These findings reveal that scaffolding facilitates the acquisition and transfer of creativity and deepen our understanding of the neural mechanisms underlying the process of creativity-fostering. The current study provides valuable insights for implementing teaching strategies to fostering creativity.

A dual-brain therapeutic approach using noninvasive brain stimulation based on two-person neuroscience: A perspective review

Our actions and decisions in everyday life are heavily influenced by social interactions, which are dynamic feedback loops involving actions, reactions, and internal cognitive processes between individual agents. Social interactions induce interpersonal synchrony, which occurs at different biobehavioral levels and comprises behavioral, physiological, and neurological activities. Hyperscanning-a neuroimaging technique that simultaneously measures the activity of multiple brain regions-has provided a powerful second-person neuroscience tool for investigating the phase alignment of neural processes during interactive social behavior. Neural synchronization, revealed by hyperscanning, is a phenomenon called inter-brain synchrony- a process that purportedly facilitates social interactions by prompting appropriate anticipation of and responses to each other's social behaviors during ongoing shared interactions. In this review, I explored the therapeutic dual-brain approach using noninvasive brain stimulation to target inter-brain synchrony based on second-person neuroscience to modulate social interaction. Artificially inducing synchrony between the brains is a potential adjunct technique to physiotherapy, psychotherapy, and pain treatment- which are strongly influenced by the social interaction between the therapist and patient. Dual-brain approaches to personalize stimulation parameters must consider temporal, spatial, and oscillatory factors. Multiple data fusion analysis, the assessment of inter-brain plasticity, a closed-loop system, and a brain-to-brain interface can support personalized stimulation.

How a speaker herds the audience: Multi-brain neural convergence over time during naturalistic storytelling

Storytelling-an ancient way for humans to share individual experiences with others-has been found to induce neural synchronization among listeners. In our exploration of the dynamic fluctuations in listener-listener (LL) coupling throughout stories, we uncover a significant correlation between LL and lag-speaker-listener (lag-SL) couplings over time. Using the analogy of neural pattern (dis)similarity as distances between participants, we term this phenomenon the "herding effect": like a shepherd guiding a group of sheep, the more closely listeners follow the speaker's prior brain activity patterns (higher lag-SL similarity), the more tightly they cluster together (higher LL similarity). This herding effect is particularly pronounced in brain regions where neural synchronization among listeners tracks with behavioral ratings of narrative engagement, highlighting the mediating role of narrative content in the observed multi-brain neural coupling dynamics. By integrating LL and SL neural couplings, this study illustrates how unfolding stories shape a dynamic multi-brain functional network and how the configuration of this network may be associated with moment-by-moment efficacy of communication.

Bridging Stories and Science: An fNIRS-based hyperscanning investigation into child learning in STEM

Early STEM education is crucial for later learning. This novel study utilised fNIRS to examine how STEM teaching methods (i.e., traditional, storytelling, storyboarding) affect neural activity synchronisation between teachers and students. Our results showed that left and right inferior frontal gyrus (IFG) for storytelling teaching versus traditional teaching, superior temporal gyrus for storyboard teaching versus traditional teaching, and left angular gyrus for storyboard and storytelling teaching were significant different in brain synchronisation. In the storytelling teaching condition, left supramarginal gyrus brain synchrony was found to improve STEM learning outcomes. In the storyboard teaching condition, IFG brain synchrony correlated positively with STEM learning improvement. The findings confirmed that story-based teaching and storyboarding can improve STEM learning efficacy at the neural level and unscored the significant role of neural synchronization as a predictor of learning outcomes.

Is neuroimaging ready for the classroom? A systematic review of hyperscanning studies in learning

Whether education research can be informed by findings from neuroscience studies has been hotly debated since Bruer's (1997) famous claim that neuroscience and education are "a bridge too far". However, this claim came before recent advancements in portable electroencephalography (EEG) and functional near-infrared spectroscopy (fNIRS) technologies, and second-person neuroscience techniques that brought about significant headway in understanding instructor-learner interactions in the classroom. To explore whether neuroscience and education are still two very separate fields, we systematically review 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 illustrate that inter-brain synchrony between instructor and learner is an additional and valuable dimension to understand the complex web of instructor- and learner-related variables that influence learning. Importantly, these findings demonstrate 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. Once thought of as incompatible, a successful coupling between neuroscience and education is now within sight.

Quantification of inter-brain coupling: A review of current methods used in haemodynamic and electrophysiological hyperscanning studies

Hyperscanning is a form of neuroimaging experiment where the brains of two or more participants are imaged simultaneously whilst they interact. Within the domain of social neuroscience, hyperscanning is increasingly used to measure inter-brain coupling (IBC) and explore how brain responses change in tandem during social interaction. In addition to cognitive research, some have suggested that quantification of the interplay between interacting participants can be used as a biomarker for a variety of cognitive mechanisms aswell as to investigate mental health and developmental conditions including schizophrenia, social anxiety and autism. However, many different methods have been used to quantify brain coupling and this can lead to questions about comparability across studies and reduce research reproducibility. Here, we review methods for quantifying IBC, and suggest some ways moving forward. Following the PRISMA guidelines, we reviewed 215 hyperscanning studies, across four different brain imaging modalities: functional near-infrared spectroscopy (fNIRS), functional magnetic resonance (fMRI), electroencephalography (EEG) and magnetoencephalography (MEG). Overall, the review identified a total of 27 different methods used to compute IBC. The most common hyperscanning modality is fNIRS, used by 119 studies, 89 of which adopted wavelet coherence. Based on the results of this literature survey, we first report summary statistics of the hyperscanning field, followed by a brief overview of each signal that is obtained from each neuroimaging modality used in hyperscanning. We then discuss the rationale, assumptions and suitability of each method to different modalities which can be used to investigate IBC. Finally, we discuss issues surrounding the interpretation of each method.

Executive Functions and Theory of Mind in Teachers and Non-Teachers

Human teaching is a key behavior for the socialization of cultural knowledge. Previous studies suggest that human teaching behavior would support the development of executive and ToM skills, which in turn would refine the teaching behavior. Given this connection, it raises the question of whether subjects with professional training in teaching also have more efficient executive and ToM systems. To shed light on this issue, in the present study we compared the performance of professional teachers (N = 20, age range = 35-61 years) with a matched control group of non-teachers (N = 20, age range: 29-64 years) on tasks measuring working memory (Sternberg Task), cognitive flexibility (Wisconsin Card Sorting Test), executive control (Attention Network Test), along with online ToM skills (Frith-Happé Animations Task), emotion recognition (Reading the Mind in the Eyes Test) and first-order and second-order ToM (Yoni Task). We found that teachers were significantly more accurate on tasks involving cognitive flexibility (p = .014) and working memory (p = .040), and more efficient on tasks requiring executive control of attention (p = .046), compared to non-teachers. In ToM tasks, differences in accuracy between teachers and non-teachers were not found. But, teachers were slower to respond than non-teachers (about 2 s difference) on tasks involving emotion recognition (p = .0007) and the use of second-order affective ToM (p = .006). Collectively, our findings raise an interesting link between professional teaching and the development of cognitive skills critical for decision-making in challenging social contexts such as the classroom. Future research could explore ways to foster teachers' strengths in cognitive flexibility, working memory, and executive control of attention to enhance teaching strategies and student learning outcomes. Additionally, exploring factors behind slower response times in affective ToM tasks can guide teacher-training programs focused on interpersonal skills and improve teacher-student interactions.

Shared intentionality modulates interpersonal neural synchronization at the establishment of communication system

Whether and how shared intentionality (SI) influences the establishment of a novel interpersonal communication system is poorly understood. To investigate this issue, we designed a coordinating symbolic communication game (CSCG) and applied behavioral, functional near-infrared spectroscopy (fNIRS)-based hyperscanning, and hyper-transcranial alternating current stimulation (hyper-tACS) methods. Here we show that SI is a strong contributor to communicative accuracy. Moreover, SI, communicative accuracy, and interpersonal neural synchronization (INS) in the right superior temporal gyrus (rSTG) are higher when dyads successfully establish a novel communication system. Furthermore, the SI influences communicative accuracy by increasing INS. Additionally, using time series and long short-term memory neural network analyses, we find that the INS can predict communicative accuracy at the early formation stage of the communication system. Importantly, the INS partially mediates the relationship between the SI and the communicative accuracy only at the formation stage of the communication system. In contrast, when the communication system is established, SI and INS no longer contribute to communicative accuracy. Finally, the hyper-tACS experiment confirms that INS has a causal effect on communicative accuracy. These findings suggest a behavioral and neural mechanism, subserved by the SI and INS, that underlies the establishment of a novel interpersonal communication system.

Associations of Empathy with Teacher-Student Interactions: A Potential Ternary Model

Empathy has garnered increasing recognition as a pivotal component of teacher-student interactions and a notable determinant of student achievement. Nevertheless, the exact impact of empathy on teacher-student interactions remains elusive, despite research endeavors into the neural mechanisms of teacher empathy. Our article examines the cognitive neural processes of teacher empathy during various forms of teacher-student interactions. To this end, we first present a concise review of theoretical considerations related to empathy and interactions, followed by an extensive discussion of teacher-student interactions and teacher empathy through both "single-brain" and "dual-brain" perspectives. Drawing on these discussions, we propose a potential model of empathy that integrates the affective contagion, cognitive evaluation, and behavior prediction aspects of teacher-student interactions. Finally, future research directions are discussed.

The single- and dual-brain mechanisms underlying the adviser's confidence expression strategy switching during influence management

Effective influence management during advice-giving requires individuals to express confidence in the advice properly and switch timely between the 'competitive' strategy and the 'defensive' strategy. However, how advisers switch between these two strategies, and whether and why there exist individual differences during this process remain elusive. We used an advice-giving game that manipulated incentive contexts (Incentivized/Non-Incentivized) to induce the adviser's confidence expression strategy switching and measured the brain activities of adviser and advisee concurrently using functional near-infrared spectroscopy (fNIRS). Behaviorally, we observed individual differences in strategy switching. Some advisers applied the 'defensive' strategy when incentivized and the 'competitive' strategy when not incentivized, while others applied the 'competitive' strategy when incentivized and the 'defensive' strategy when not incentivized. This effect was mediated by the adviser's perceived stress in each condition and was reflected by the frequencies of advice-taking in the advisees. Neurally, brain activation in the dorsolateral prefrontal cortex (DLPFC) supported strategy switching, as well as interpersonal neural synchronization (INS) in the temporoparietal junction (TPJ) that supported influence management. This two-in-one process, i.e., confidence expression strategy switching and the corresponding influence management, was linked and modulated by the strength of DLPFC-TPJ functional connectivity in the adviser. We further developed a descriptive model that contributed to understanding the adviser's strategy switching during influence management.

The Temporal Dynamics of Brain-to-Brain Synchrony Between Students and Teachers Predict Learning Outcomes

Much of human learning happens through interaction with other people, but little is known about how this process is reflected in the brains of students and teachers. Here, we concurrently recorded electroencephalography (EEG) data from nine groups, each of which contained four students and a teacher. All participants were young adults from the northeast United States. Alpha-band (8-12 Hz) brain-to-brain synchrony between students predicted both immediate and delayed posttest performance. Further, brain-to-brain synchrony was higher in specific lecture segments associated with questions that students answered correctly. Brain-to-brain synchrony between students and teachers predicted learning outcomes at an approximately 300-ms lag in the students' brain activity relative to the teacher's brain activity, which is consistent with the time course of spoken-language comprehension. These findings provide key new evidence for the importance of collecting brain data simultaneously from groups of learners in ecologically valid settings.

Three heads are better than one: cooperative learning brains wire together when a consensus is reached

Theories of human learning converge on the view that individuals working together learn better than do those working independently. Little is known, however, about the neural mechanisms of learning through cooperation. We addressed this research gap by leveraging functional near-infrared spectroscopy to record the brain activity of triad members in a group simultaneously. Triads were instructed to analyze an ancient Chinese poem either cooperatively or independently. Four main findings emerged. First, we observed significant within-group neural synchronization (GNS) in the left superior temporal cortex, supramarginal gyrus, and postcentral gyrus during cooperative learning compared with independent learning. Second, the enhancement of GNS in triads was amplified when a consensus was reached (vs. elaboration or argument) during cooperative learning. Third, GNS was predictive of learning outcome at an early stage (156-170 s after learning was initiated). Fourth, social factors such as social closeness (e.g. how much learners liked one other) were reflected in GNS and co-varied with learning engagement. These results provide neuroscientific support for Piaget's theory of cognitive development and favor the notion that successful learning through cooperation involves dynamic consensus-building, which is captured in neural patterns shared across learners in a group.

Persuader-receiver neural coupling underlies persuasive messaging and predicts persuasion outcome

Opportunities to persuade and be persuaded are ubiquitous. What interpersonal neural pathway in real-world settings determining successful information propagation in naturalistic two-person persuasion scenarios? Hereby, we extended prior research on a naturalistic dyadic persuasion paradigm (NDP) using dual-fNIRS protocol simultaneously measured the neural activity from persuader-receiver dyads while they engaged in a modified "Arctic Survival Task." Investigating whether neural coupling between persuaders and receivers underpinning of persuading and predict persuasion outcomes (i.e., receiver's compliance). Broadly, we indicated that the persuasive arguments increase neural coupling significantly compared to non-persuasive arguments in the left superior temporal gyrus-superior frontal gyrus and superior frontal gyrus-inferior frontal gyrus. G-causality indices further revealed the coupling directionality of information flows between the persuader and receiver. Critically, the neural coupling could be a better predictor of persuasion outcomes relative to traditional self-report measures. Eventually, temporal dynamics neural coupling incorporating video recording revealed neural coupling marked the micro-level processes in response to persuading messages and possibly reflecting the time that persuasion might occurs. The initial case of the arguments with targeted views is valuable as the first step in encouraging the receiver's compliance. Our investigation represented an innovative interpersonal approach toward comprehending the neuroscience and psychology underlying complex and true persuasion.

Increased or decreased? Interpersonal neural synchronization in group creation

Group creation is the process by which group members collaborate to produce novel and useful ideas or products, including ideas generation and evaluation. However, the interpersonal neural mechanism of group creation during natural communication remains unclear. In this study, two groups of same-sex dyads with similar individual creativity collaborated to complete the Product Improvement Task (creative condition) and the Item Purchase Plan Task (control condition), respectively. Functional near-infrared spectroscopy (fNIRS) was used to record both members' neural activity in the left prefrontal (lPFC) and right temporal-parietal junction (rTPJ) regions during the task. Considering that the role asymmetry of group members may have an impact on interpersonal neural patterns, we identified leaders and followers in the dyads based on participant performance. The results showed that leaders and followers in the creative condition had significantly lower interpersonal neural synchronization (INS) in the right superior temporal gyrus-left superior frontal gyrus, right supramarginal gyrus-left superior frontal gyrus, and right supramarginal gyrus-left middle frontal gyrus than in the control condition. Partial multivariate Granger causality analyses revealed the influence between dyads was bidirectional but was significantly stronger from the leaders to the followers than the other direction. In addition, in the creative task, the INS was significantly associated with novelty, appropriateness, and conflict of views. All these findings suggest that the ideas generation and ideas evaluation process in group creation have poor interpersonal neural activity coupling due to factors such as the difficulty of understanding novel ideas. However, performances may be improved when groups can better integrate views and reach collective understanding, intentions, and goals. Furthermore, we found that there are differences in the dynamics of INS in different brain regions. The INS related to the novelty of the group creation decreased in the early stages, while the INS related to the appropriateness decreased in the middle stages. Our findings reveal a unique interpersonal neural pattern of group creation processes in the context of natural communication.

The influence of alexithymia on problematic mobile phone use among Chinese adolescent students: Multiple mediating roles of social interaction anxiousness and core self-evaluations

BACKGROUND

Alexithymia can lead to problematic mobile phone use (PMPU). However, the underlying mechanisms remain unclear.

METHODS

Drawing on the Interaction of Person-Affect-Cognition-Execution model, the present study tests the mediating effects (parallel and serial) of social interaction anxiety (SIA) and core self-evaluations (CSE) on the relationship between alexithymia and PMPU. We obtained 1267 valid responses from adolescent students (mean age, 20.36, standard deviation, 0.97) from southeast China who completed the Mobile Phone Addiction Index, Toronto Alexithymia-20 Scale, Social Interaction Anxiousness Scale, and Core Self-Evaluation Inventory.

RESULTS

After controlling for demographic variables (i.e., gender) as covariates, the results revealed that: (1) alexithymia had a positive predictive effect on PMPU in adolescent students; (2) SIA and CSE mediated the association between alexithymia and PMPU; and (3) a series of indirect pathways (i.e., from alexithymia to PMPU via SIA and CSE) were detected. Thus, alexithymia can directly affect (parallel mediation) PMPU by increasing SIA and lowering CSE simultaneously. However, alexithymia can also indirectly affect (serial mediation) PMPU by increasing the level of SIA by decreasing CSE.

LIMITATIONS

Data were collected by participant self-report. This method may lead to recall bias. Further, we adopted a cross-sectional rather than an experimental design, thus precluding causal conclusions. Lastly, it would be useful to validate our findings with other age groups outside southeast China.

CONCLUSIONS

The current study findings are conducive to understanding the relationship between alexithymia and PMPU and inspire the prevention and intervention of PMPU.

Instructor-learner body coupling reflects instruction and learning

It is widely accepted that nonverbal communication is crucial for learning, but the exact functions of interpersonal coordination between instructors and learners remain unclear. Specifically, it is unknown what role instructional approaches play in the coupling of physical motion between instructors and learners, and crucially, how such instruction-mediated Body-to-Body Coupling (BtBC) might affect learning. We used a video-based, computer-vision Motion Energy Analysis (MEA) to quantify BtBC between learners and instructors who used two different instructional approaches to teach psychological concepts. BtBC was significantly greater when the instructor employed a scaffolding approach than when an explanation approach was used. The importance of the instructional approach was further underscored by the fact that an increase in motion in the instructor was associated with boosted BtBC, but only during scaffolding; no such relationship between the instructor movements and BtBC was found during explanation interactions. Finally, leveraging machine learning approaches (i.e., support vector and logistic regression models), we demonstrated that both learning outcome and instructional approaches could be decoded based on BtBC. Collectively, these results show that the real-time interaction of teaching and learning bodies is important for learning and that the instructional approach matters, with possible implications for both in-person and online learning.

Investigation of functional near-infrared spectroscopy signal quality and development of the hemodynamic phase correlation signal

Significance: There is a longstanding recommendation within the field of fNIRS to use oxygenated (HbO 2 ) and deoxygenated (HHb) hemoglobin when analyzing and interpreting results. Despite this, many fNIRS studies do focus onHbO 2 only. Previous work has shown thatHbO 2 on its own is susceptible to systemic interference and results may mostly reflect that rather than functional activation. Studies using bothHbO 2 and HHb to draw their conclusions do so with varying methods and can lead to discrepancies between studies. The combination ofHbO 2 and HHb has been recommended as a method to utilize both signals in analysis. Aim: We present the development of the hemodynamic phase correlation (HPC) signal to combineHbO 2 and HHb as recommended to utilize both signals in the analysis. We use synthetic and experimental data to evaluate how the HPC and current signals used for fNIRS analysis compare. Approach: About 18 synthetic datasets were formed using resting-state fNIRS data acquired from 16 channels over the frontal lobe. To simulate fNIRS data for a block-design task, we superimposed a synthetic task-related hemodynamic response to the resting state data. This data was used to develop an HPC-general linear model (GLM) framework. Experiments were conducted to investigate the performance of each signal at different SNR and to investigate the effect of false positives on the data. Performance was based on each signal's mean T -value across channels. Experimental data recorded from 128 participants across 134 channels during a finger-tapping task were used to investigate the performance of multiple signals [HbO 2 , HHb, HbT, HbD, correlation-based signal improvement (CBSI), and HPC] on real data. Signal performance was evaluated on its ability to localize activation to a specific region of interest. Results: Results from varying the SNR show that the HPC signal has the highest performance for high SNRs. The CBSI performed the best for medium-low SNR. The next analysis evaluated how false positives affect the signals. The analyses evaluating the effect of false positives showed that the HPC and CBSI signals reflect the effect of false positives onHbO 2 and HHb. The analysis of real experimental data revealed that the HPC and HHb signals provide localization to the primary motor cortex with the highest accuracy. Conclusions: We developed a new hemodynamic signal (HPC) with the potential to overcome the current limitations of usingHbO 2 and HHb separately. Our results suggest that the HPC signal provides comparable accuracy to HHb to localize functional activation while at the same time being more robust against false positives.

Gamma‐band neural coupling during conceptual alignment

Conceptual alignment is a prerequisite for mutual understanding. However, little is known about the neurophysiological brain‐to‐brain underpinning during conceptual alignment for mutual understanding. Here, we recorded multi‐channel electroencephalogram (EEG) simultaneously from two participants in Experiment 1 and adopted the dual‐tACS techniques in Experiment 2 to investigate the underlying brain‐to‐brain EEG coupling during conceptual alignment and the possible enhancement effect. Our results showed that 1) higher phase‐locking value (PLV), a sensitive measure for quantifying neural coupling strength between EEG signals, at the gamma frequency band (28–40 Hz), was observed in the left temporoparietal site (left TP) area between successful versus unsuccessful conceptual alignment. The left TP gamma coupling strength correlated with the accuracy of conceptual alignment and differentiated whether subjects belonged to the SUCCESS or FAILURE groups in our study. 2) In‐phase gamma‐band transcranial alternating current stimulation (tACS) over the left TP area increased the accuracy of subjects in the SUCCESS group but not the FAILURE group. 3) The effect of perspective‐taking on the accuracy was mediated by the gamma coupling strength within the left TP area. Our results support the role of gamma‐band coupling between brains for interpersonal conceptual alignment. We provide dynamic interpersonal neurophysiological insights into the formation of successful communication.

Cooperative Behavior Evokes Interbrain Synchrony in the Prefrontal and Temporoparietal Cortex: A Systematic Review and Meta-Analysis of fNIRS Hyperscanning Studies

Single-brain neuroimaging studies have shown that human cooperation is associated with neural activity in frontal and temporoparietal regions. However, it remains unclear whether single-brain studies are informative about cooperation in real life, where people interact dynamically. Such dynamic interactions have become the focus of interbrain studies. An advantageous technique in this regard is functional near-infrared spectroscopy (fNIRS) because it is less susceptible to movement artifacts than more conventional techniques like electroencephalography (EEG) or functional magnetic resonance imaging (fMRI). We conducted a systematic review and the first quantitative meta-analysis of fNIRS hyperscanning of cooperation, based on thirteen studies with 890 human participants. Overall, the meta-analysis revealed evidence of statistically significant interbrain synchrony while people were cooperating, with large overall effect sizes in both frontal and temporoparietal areas. All thirteen studies observed significant interbrain synchrony in the prefrontal cortex (PFC), suggesting that this region is particularly relevant for cooperative behavior. The consistency in these findings is unlikely to be because of task-related activations, given that the relevant studies used diverse cooperation tasks. Together, the present findings support the importance of interbrain synchronization of frontal and temporoparietal regions in interpersonal cooperation. Moreover, the present article highlights the usefulness of meta-analyses as a tool for discerning patterns in interbrain dynamics.

Interpersonal Neural Synchronization Predicting Learning Outcomes From Teaching-Learning Interaction: A Meta-Analysis

In school education, teaching-learning interaction is deemed as a core process in the classroom. The fundamental neural basis underlying teaching-learning interaction is proposed to be essential for tuning learning outcomes. However, the neural basis of this process as well as the relationship between the neural dynamics and the learning outcomes are largely unclear. With non-invasive technologies such as fNIRS (functional near-infrared spectroscopy), hyperscanning techniques have been developed since the last decade and been applied to the field of educational neuroscience for simultaneous multi-brain scanning. Hyperscanning studies suggest that the interpersonal neural synchronization (INS) during teaching-learning interaction might be an ideal neural biomarker for predicting learning outcomes. To systematically evaluate such a relationship, this meta-analysis ran on a random-effects model on 16 studies with 23 independent samples (effect sizes). Further moderator analyses were also performed to examine the potential influences of the style, mode, content, and the assessment method of learning outcomes. The random-effects modeling results confirmed a robust positive correlation between INS and learning outcomes. Subsequent analyses revealed that such relationship was mainly affected by both interaction style and mode. Therefore, the present meta-analysis provided a confirmatory neurocognitive foundation for teaching-learning interaction, as well as its relation to the learning outcomes, consolidated future learning and teaching studies in various disciplines including second language education with a firm methodological reference.

Perspectives on Rehabilitation Using Non-invasive Brain Stimulation Based on Second-Person Neuroscience of Teaching-Learning Interactions

Recent advances in second-person neuroscience have allowed the underlying neural mechanisms involved in teaching-learning interactions to be better understood. Teaching is not merely a one-way transfer of information from teacher to student; it is a complex interaction that requires metacognitive and mentalizing skills to understand others’ intentions and integrate information regarding oneself and others. Physiotherapy involving therapists instructing patients on how to improve their motor skills is a clinical field in which teaching-learning interactions play a central role. Accumulating evidence suggests that non-invasive brain stimulation (NIBS) modulates cognitive functions; however, NIBS approaches to teaching-learning interactions are yet to be utilized in rehabilitation. In this review, I evaluate the present research into NIBS and its role in enhancing metacognitive and mentalizing abilities; I then review hyperscanning studies of teaching-learning interactions and explore the potential clinical applications of NIBS in rehabilitation. Dual-brain stimulation using NIBS has been developed based on findings of brain-to-brain synchrony in hyperscanning studies, and it is delivered simultaneously to two individuals to increase inter-brain synchronized oscillations at the stimulated frequency. Artificial induction of brain-to-brain synchrony has the potential to promote instruction-based learning. The brain-to-brain interface, which induces inter-brain synchronization by adjusting the patient’s brain activity, using NIBS, to the therapist’s brain activity, could have a positive effect on both therapist-patient interactions and rehabilitation outcomes. NIBS based on second-person neuroscience has the potential to serve as a useful addition to the current neuroscientific methods used in complementary interventions for rehabilitation.

Cooperation with partners of differing social experience: An fNIRS-based hyperscanning study

Previous studies have shown the brain synchronization of all team members while completing a collaborative task. Moreover, this effect is influenced by a team's compositional elements, such as gender (opposite or same) or relationships (i.e., friends, lovers, or strangers) among team members. However, whether interpersonal brain synchronization (IBS) is affected by team members' experience, as well as the temporal dynamics of such brain synchronization, remains to be investigated. In the current study, we combined behavioral methods and functional near-infrared spectroscopy-based hyperscanning to examine the effect of member experience on team cooperation by an adopted continuous joint drawing task with 21 student-student dyads (S-S dyads) and 22 teacher-student dyads (T-S dyads). The results revealed that team members with differing experiences (T-S dyads) perform better than those with similar ones (S-S dyads). Moreover, we observed IBS in the left frontopolar region (channel 11). However, we did not observe significant changes of the task-related IBS across time. Besides, IBS was negatively correlated with the participants' behavioral performance. Our findings demonstrate the importance of social experience in teamwork in the real world and suggest a possible mechanism for cooperation from a temporal and spatial perspective.

The Interpersonal Neuroscience of Social Learning

The study of the brain mechanisms underpinning social behavior is currently undergoing a paradigm shift, moving its focus from single individuals to the real-time interaction among groups of individuals. Although this development opens unprecedented opportunities to study how interpersonal brain activity shapes behaviors through learning, there have been few direct connections to the rich field of learning science. Our article examines how the rapidly developing field of interpersonal neuroscience is (and could be) contributing to our understanding of social learning. To this end, we first review recent research extracting indices of brain-to-brain coupling (BtBC) in the context of social behaviors and, in particular, social learning. We then discuss how studying communicative behaviors during learning can aid the interpretation of BtBC and how studying BtBC can inform our understanding of such behaviors. We then discuss how BtBC and communicative behaviors collectively can predict learning outcomes, and we suggest several causative and mechanistic models. Finally, we highlight key methodological and interpretational challenges as well as exciting opportunities for integrating research in interpersonal neuroscience with social learning, and we propose a multiperson framework for understanding how interpersonal transmission of information between individual brains shapes social learning.

Prefrontal Inter-brain Synchronization Reflects Convergence and Divergence of Flow Dynamics in Collaborative Learning: A Pilot Study

Flow is a highly motivated and affectively positive state in which a person is deeply engaged in an activity and feeling enjoyment from it. In collaborative activities, it would be optimal if all participants were in a state of flow. However, flow states fluctuate amongst individuals due to differences in the dynamics of motivation and cognition. To explore the possibility that inter-brain synchronization can provide a quantitative measure of the convergence and divergence of collective motivational dynamics, we conducted a pilot study to investigate the relationship between inter-brain synchronization and the interpersonal similarity of flow state dynamics during the collaborative learning process. In two English as a Foreign Language (EFL) classes, students were divided into groups of three-four and seated at desks facing each other while conducting a 60-min group work. In both classes, two groups with four members were randomly selected, and their medial prefrontal neural activities were measured simultaneously using wireless functional near-infrared spectroscopy (fNIRS) devices. Later the participants observed their own activities on recorded videos and retrospectively rated their subjective degree of flow state on a seven-point scale for each 2-min period. For the pairs of students whose neural activities were measured, the similarity of their flow experience dynamics was evaluated by the temporal correlation between their flow ratings. Prefrontal inter-brain synchronization of the same student pairs during group work was evaluated using wavelet transform coherence. Statistical analyses revealed that: (1) flow dynamics were significantly more similar for the student pairs within the same group compared to the pairs of students assigned across different groups; (2) prefrontal inter-brain synchronization in the relatively short time scale (9.3-13.9 s) was significantly higher for the within-group pairs than for the cross-group pairs; and (3) the prefrontal inter-brain synchronization at the same short time scale was significantly and positively correlated with the similarity of flow dynamics, even after controlling for the effects of within- vs. cross-group pair types from the two variables. These suggest that inter-brain synchronization can indeed provide a quantitative measure for converging and diverging collective motivational dynamics during collaborative learning, with higher inter-brain synchronization corresponding to a more convergent flow experience.

Sleepy Psychotherapists: How Clinicians' Biological Factors May Affect the Conduct of Psychotherapy

OBJECTIVE

Numerous therapist variables and cognitive biases can affect the quality of the therapeutic alliance and the conduct and outcomes of psychotherapy. This article aims to examine factors that potentially affect clinician performance, including chronobiological variables of clinicians and patients.

METHODS

The author reviewed literature pertaining to biological influences on human cognitive performance and considered how these factors may apply to the practice of psychotherapy.

RESULTS

Biological factors potentially affecting the conduct and quality of psychotherapy were identified. These factors include decision fatigue, hunger, sleep deficit, shift work, and several chronobiological issues related to circadian rhythms and episodic ultradian rhythms. In addition, misaligned scheduling of psychotherapy sessions in relation to therapist and patient evening-morning chronotypes may impede the effectiveness of psychotherapy.

CONCLUSIONS

The practice of psychotherapy is cognitively demanding, requiring that clinicians remain constantly alert and in command of their executive functions. Decreases in clinician alertness resulting from homeostatic depletion, chronobiologically misaligned schedules, and illness-associated factors may reduce the quality and benefit of psychotherapy sessions. Mitigation strategies are available. Investigations of these factors are needed.

Dual brain stimulation enhances interpersonal learning through spontaneous movement synchrony

Social interactive learning denotes the ability to acquire new information from a conspecific-a prerequisite for cultural evolution and survival. As inspired by recent neurophysiological research, here we tested whether social interactive learning can be augmented by exogenously synchronizing oscillatory brain activity across an instructor and a learner engaged in a naturalistic song-learning task. We used a dual brain stimulation protocol entailing the trans-cranial delivery of synchronized electric currents in two individuals simultaneously. When we stimulated inferior frontal brain regions, with 6 Hz alternating currents being in-phase between the instructor and the learner, the dyad exhibited spontaneous and synchronized body movement. Remarkably, this stimulation also led to enhanced learning performance. These effects were both phase- and frequency-specific: 6 Hz anti-phase stimulation or 10 Hz in-phase stimulation, did not yield comparable results. Furthermore, a mediation analysis disclosed that interpersonal movement synchrony acted as a partial mediator of the effect of dual brain stimulation on learning performance, i.e. possibly facilitating the effect of dual brain stimulation on learning. Our results provide a causal demonstration that inter-brain synchronization is a sufficient condition to improve real-time information transfer between pairs of individuals.

Comparison of short-channel separation and spatial domain filtering for removal of non-neural components in functional near-infrared spectroscopy signals

Significance: With the increasing popularity of functional near-infrared spectroscopy (fNIRS), the need to determine localization of the source and nature of the signals has grown. Aim: We compare strategies for removal of non-neural signals for a finger-thumb tapping task, which shows responses in contralateral motor cortex and a visual checkerboard viewing task that produces activity within the occipital lobe. Approach: We compare temporal regression strategies using short-channel separation to a spatial principal component (PC) filter that removes global signals present in all channels. For short-channel temporal regression, we compare non-neural signal removal using first and combined first and second PCs from a broad distribution of short channels to limited distribution on the forehead. Results: Temporal regression of non-neural information from broadly distributed short channels did not differ from forehead-only distribution. Spatial PC filtering provides results similar to short-channel separation using the temporal domain. Utilizing both first and second PCs from short channels removes additional non-neural information. Conclusions: We conclude that short-channel information in the temporal domain and spatial domain regression filtering methods remove similar non-neural components represented in scalp hemodynamics from fNIRS signals and that either technique is sufficient to remove non-neural components.

Capturing Human Interaction in the Virtual Age: A Perspective on the Future of fNIRS Hyperscanning

Advances in video conferencing capabilities combined with dramatic socio-dynamic shifts brought about by COVID-19, have redefined the ways in which humans interact in modern society. From business meetings to medical exams, or from classroom instruction to yoga class, virtual interfacing has permeated nearly every aspect of our daily lives. A seemingly endless stream of technological advances combined with our newfound reliance on virtual interfacing makes it likely that humans will continue to use this modern form of social interaction into the future. However, emergent evidence suggests that virtual interfacing may not be equivalent to face-to-face interactions. Ultimately, too little is currently understood about the mechanisms that underlie human interactions over the virtual divide, including how these mechanisms differ from traditional face-to-face interaction. Here, we propose functional near-infrared spectroscopy (fNIRS) hyperscanning-simultaneous measurement of two or more brains-as an optimal approach to quantify potential neurocognitive differences between virtual and in-person interactions. We argue that increased focus on this understudied domain will help elucidate the reasons why virtual conferencing doesn't always stack up to in-person meetings and will also serve to spur new technologies designed to improve the virtual interaction experience. On the basis of existing fNIRS hyperscanning literature, we highlight the current gaps in research regarding virtual interactions. Furthermore, we provide insight into current hurdles regarding fNIRS hyperscanning hardware and methodology that should be addressed in order to shed light on this newly critical element of everyday life.

What has social neuroscience learned from hyperscanning studies of spoken communication? A systematic review

A growing body of literature examining the neurocognitive processes of interpersonal linguistic interaction indicates the emergence of neural alignment as participants engage in oral communication. However, questions have arisen whether the study results can be interpreted beyond observations of cortical functionality and extended to the mutual understanding between communicators. This review presents evidence from electroencephalography (EEG) and functional near-infrared spectroscopy (fNIRS) hyperscanning studies of interbrain synchrony (IBS) in which participants communicated via spoken language. The studies are classified into: knowledge sharing; turn-taking speech co-ordination; cooperation, problem-solving and creativity; and naturalistic discussion paradigms according to the type of interaction specified in each study. Alignment predominantly occurred in the frontal and temporo-parietal areas, which may reflect activation of the mirror and mentalizing systems. We argue that the literature presents a significant contribution to advancing our understanding of IBS and mutual understanding between communicators. We end with suggestions for future research, including analytical approaches and experimental conditions and hypothesize that brain-inspired neural networks are promising techniques for better understanding of IBS through hyperscanning.

Brain-to-Brain Neural Synchrony During Social Interactions: A Systematic Review on Hyperscanning Studies

The aim of this study was to conduct a comprehensive review on hyperscanning research (measuring brain activity simultaneously from more than two people interacting) using an explicit systematic method, the preferred reporting items for systematic reviews and meta-analyses (PRISMA). Data were searched from IEEE Xplore, PubMed, Engineering Village, Web of Science and Scopus databases. Inclusion criteria were journal articles written in English from 2000 to 19 June 2019. A total of 126 empirical studies were screened out to address three specific questions regarding the neuroimaging method, the application domain, and the experiment paradigm. Results showed that the most used neuroimaging method with hyperscanning was magnetoencephalography/electroencephalography (MEG/EEG; 47%), and the least used neuroimaging method was hyper-transcranial Alternating Current Stimulation (tACS) (1%). Applications in cognition accounted for almost half the studies (48%), while educational applications accounted for less than 5% of the studies. Applications in decision-making tasks were the second most common (26%), shortly followed by applications in motor synchronization (23%). The findings from this systematic review that were based on documented, transparent and reproducible searches should help build cumulative knowledge and guide future research regarding inter-brain neural synchrony during social interactions, that is, hyperscanning research.

Neural alignment during face-to-face spontaneous deception: Does gender make a difference?

This study investigated the gender differences in deception and their neural basis in the perspective of two‐person neuroscience. Both male and female dyads were asked to perform a face‐to‐face spontaneous sender–receiver deception task, while their neural activities in the prefrontal cortex (PFC) and right temporal parietal junction (rTPJ) were recorded simultaneously using functional near‐infrared spectroscopy (fNIRS)‐based hyperscanning. Male and female dyads displayed similar deception rate, successful deception rate, and eye contact in deception trials. Moreover, eye contact in deception trials was positively correlated with the success rate of deception in both genders. The fNIRS data showed that the interpersonal neural synchronization (INS) in PFC was significantly enhanced only in female dyads when performed the deception task, while INS in rTPJ was increased only in male dyads. Such INS was correlated with the success rate of deception in both dyads. Granger causality analysis showed that no significant directionality between time series of PFC (or rTPJ) in each dyad, which could indicate that sender and receiver played equally important role during deception task. Finally, enhanced INS in PFC in female dyads mediated the contribution of eye contact to the success rate of deception. All findings in this study suggest that differential patterns of INS are recruited when male and female dyads perform the face‐to‐face deception task. To our knowledge, this is the first interbrain evidence for gender difference of successful deception, which could make us a deeper understanding of spontaneous face‐to‐face deception.

Physiological synchrony in EEG, electrodermal activity and heart rate reflects shared selective auditory attention

OBJECTIVE

Concurrent changes in physiological signals across multiple listeners (physiological synchrony-PS), as caused by shared affective or cognitive processes, may be a suitable marker of selective attentional focus. We aimed to identify the selective attention of participants based on PS with individuals sharing attention with respect to different stimulus aspects.

APPROACH

We determined PS in electroencephalography (EEG), electrodermal activity (EDA) and electrocardiographic inter-beat interval (IBI) of participants who all heard the exact same audio track, but were instructed to either attend to the audiobook or to interspersed auditory events such as affective sounds and beeps that attending participants needed to keep track of.

MAIN RESULTS

PS in all three measures reflected the selective attentional focus of participants. In EEG and EDA, PS was higher for participants when linked to participants with the same attentional instructions than when linked to participants instructed to focus on different stimulus aspects, but in IBI this effect did not reach significance. Comparing PS between a participant and members from the same or the different attentional group allowed for the correct identification of the participant's attentional instruction in 96%, 73% and 73% of the cases, for EEG, EDA and IBI, respectively, all well above chance level. PS with respect to the attentional groups also predicted performance on post-audio questions about the groups' stimulus content.

SIGNIFICANCE

Our results show that selective attention of participants can be monitored using PS, not only in EEG, but also in EDA and IBI. These results are promising for real-world applications, where wearables measuring peripheral signals like EDA and IBI may be preferred over EEG sensors.

Interpersonal Neural Synchronization During Cooperative Behavior of Basketball Players: A fNIRS-Based Hyperscanning Study

Accumulating evidence has consistently shown that team-based sports (such as basketball) are beneficial to interpersonal cooperation. However, its neural correlate remains to be discovered, especially in the perspective of two-person neuroscience. In this study, 12 dyads of basketball players and 12 dyads of college students who had no experience of team-based sports training were asked to perform joint-drawing task and control task. During task performance, neural activities were recorded in frontal area by the functional near-infrared spectroscopy (fNIRS)-based hyperscanning approach. The results demonstrated that dyads of basketball players were faster to finish joint-drawing task and showed higher subjective cooperativeness than dyads of college students. Meanwhile, significant interpersonal neural synchronization (INS) was observed in the dorsolateral prefrontal area only when pairs of basketball players performed joint-drawing task, but not control task. Therefore, we provide the first piece of inter-brain evidence for enhanced cooperative behavior in the individuals with team-based sports training, which could make us deeply understand exact neural correlate for experience-dependent changes of cognitions in humans.

Behavioral and brain synchronization differences between expert and novice teachers when collaborating with students

Differences in behavior and neural mechanisms between expert and novice teachers when collaborating with students are poorly understood. This study investigated whether expert teachers do better in collaborating with students than novice teachers and explored the neural basis of such differences. Novice teacher and student (NT-S) dyads and expert teacher and student (ET-S) dyads were recruited to complete an interactive task consisting of a cooperation and an independent condition. During the experiment, neural activity in the prefrontal cortex of the participants was recorded with functional near-infrared spectroscopy. The results show higher accuracy for the ET-S dyads than the NT-S dyads in the cooperation condition; however, no difference was found in the independent condition. Increased interpersonal brain synchronization (IBS) was detected in the left dorsolateral prefrontal cortex of participants in ET-S dyads, but not in NT-S dyads in the cooperation condition. Moreover, an interaction effect of dyad type and conditions on IBS was observed, revealing IBS was stronger in ET-S dyads than in NT-S dyads. In ET-S dyads, IBS was positively correlated with the teachers' perspective-taking ability and accuracy. These findings suggest that expert teachers collaborate better with students than novice teachers, and IBS might be the neural marker for this difference.

Learning Desire Is Predicted by Similar Neural Processing of Naturalistic Educational Materials

Naturalistic stimuli can elicit highly similar brain activity across viewers. How do naturalistic educational materials engage human brains and evoke learning desire? Here, we presented 15 audiovisual course clips (each lasting ∼120 s) to university students and recorded their neural activity through electroencephalography. Upon finishing all the video viewings, subjects ranked 15 courses in order of learning desire and reported the reasons for high learning desire (i.e., “value” and “interest”). The brain activity during the video viewing was measured as the neural similarity via intersubject correlation (ISC), that is, correlation between each subject’s neural responses and those of others. Based on averaged learning desire rankings across subjects, course clips were classified with high versus medium versus low motivational effectiveness. We found that the ISC of high effective course clips was larger than that of low effective ones. The ISC difference (high vs low) was positively associated with subjects’ learning desire difference (high vs low). Such an association occurred when viewing time accumulated to ∼80 s. Moreover, ISC was correlated with “interest-based” rather than “value-based” learning desire. These findings advance our understanding of learning motivation via the neural similarity in the context of on-line education and provide potential neurophysiological suggestions for pedagogical practices.