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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 instructor...

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Autores principales: Pan, Yafeng, Dikker, Suzanne, Zhu, Yi, Yang, Cuirong, Hu, Yi, Goldstein, Pavel
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Nature Publishing Group UK 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9240028/
https://www.ncbi.nlm.nih.gov/pubmed/35764662
http://dx.doi.org/10.1038/s41539-022-00131-0
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author Pan, Yafeng
Dikker, Suzanne
Zhu, Yi
Yang, Cuirong
Hu, Yi
Goldstein, Pavel
author_facet Pan, Yafeng
Dikker, Suzanne
Zhu, Yi
Yang, Cuirong
Hu, Yi
Goldstein, Pavel
author_sort Pan, Yafeng
collection PubMed
description 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.
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spelling pubmed-92400282022-06-30 Instructor-learner body coupling reflects instruction and learning Pan, Yafeng Dikker, Suzanne Zhu, Yi Yang, Cuirong Hu, Yi Goldstein, Pavel NPJ Sci Learn Article 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. Nature Publishing Group UK 2022-06-28 /pmc/articles/PMC9240028/ /pubmed/35764662 http://dx.doi.org/10.1038/s41539-022-00131-0 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) .
spellingShingle Article
Pan, Yafeng
Dikker, Suzanne
Zhu, Yi
Yang, Cuirong
Hu, Yi
Goldstein, Pavel
Instructor-learner body coupling reflects instruction and learning
title Instructor-learner body coupling reflects instruction and learning
title_full Instructor-learner body coupling reflects instruction and learning
title_fullStr Instructor-learner body coupling reflects instruction and learning
title_full_unstemmed Instructor-learner body coupling reflects instruction and learning
title_short Instructor-learner body coupling reflects instruction and learning
title_sort instructor-learner body coupling reflects instruction and learning
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9240028/
https://www.ncbi.nlm.nih.gov/pubmed/35764662
http://dx.doi.org/10.1038/s41539-022-00131-0
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