Dynamic reconfiguration of brain coactivation states associated with active and lecture-based learning of university physics

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Detalles Bibliográficos
Publicado en:	NPJ Science of Learning vol. 10, no. 1 (2025), p. 55-73
Autor principal:	Smith, Donisha D.
Otros Autores:	Bartley, Jessica E., Peraza, Julio A., Bottenhorn, Katherine L., Nomi, Jason S., Uddin, Lucina Q., Riedel, Michael C., Salo, Taylor, Laird, Robert W., Pruden, Shannon M., Sutherland, Matthew T., Brewe, Eric, Laird, Angela R.
Publicado:	Nature Publishing Group
Materias:	Neurobiology Embodied cognition Students Neuroimaging Magnetic resonance imaging Collaboration Teaching methods Functional magnetic resonance imaging Observational learning Brain research Colleges & universities Medical imaging Cognition & reasoning Classrooms Active learning Physics Science education Educational materials Semantics Retention (Psychology) Grade Point Average Educational Research Creative Thinking School Demography Learning Strategies Lecture Method Educational Methods Cognitive Processes Persistence Group Activities Age Differences Meta Analysis Instructional Materials Comprehension Family Income Brain Course Content Networks Learner Engagement Educational Strategies
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Descripción
Resumen:	Academic institutions are increasingly adopting active learning methods to enhance educational outcomes. Using functional magnetic resonance imaging (fMRI), we investigated neurobiological differences between active learning and traditional lecture-based approaches in university physics education. Undergraduate students enrolled in an introductory physics course underwent an fMRI session before and after a 15-week semester. Coactivation pattern (CAP) analysis was used to examine the temporal dynamics of brain states across different cognitive contexts, including physics conceptual reasoning, physics knowledge retrieval, and rest. CAP results identified seven distinct brain states, with contributions from frontoparietal, somatomotor, and visuospatial networks. Among active learning students, physics learning was associated with increased engagement of a somatomotor network, supporting an embodied cognition framework, while lecture-based students demonstrated stronger engagement of a visuospatial network, consistent with observational learning. These findings suggest significant neural restructuring over a semester of physics learning, with different instructional approaches preferentially modulating distinct patterns of brain dynamics.
ISSN:	2056-7936
DOI:	10.1038/s41539-025-00348-9
Fuente:	Health & Medical Collection