基于元分析的教学互动过程中人际脑同步与学习效果的关系研究

The relationship between interpersonal neural synchronization and learning outcome in the process of teaching-learning interaction: A meta-analysis

人际神经同步(脑同步)分析发现由教与学互动引起的师生、生生脑同步可以解释并预测学生的学习效果。为更好地探析脑同步与学习效果的关系,本文对检索后获得的19项研究(28个独立样本)使用随机效应模型进行了元分析。结果发现:脑同步与学习效果之间存在显著的高度正相关;进一步的调节效应分析表明,两者的关系受到互动情境、互动方式的调节,互动内容、互动效果测评指标的调节效应较弱。基于分析结果,本文提出了国际中文教育领域研究与实践的思考,分析结果可为国际中文教育的循证研究提供方法论参考,也可为新的教育生态下国际中文教育的实践优化与研究创新提供启示。

Research finds that the teacher-student or student-student interpersonal neural synchronization(INS) enhanced during the interactive learning task can explain and predict learning outcomes. Therefore, this meta-analysis is conducted to explore the strength and moderators of the relationship between INS and learning outcome. Through literature review, 19 studies consisting of 28 independent effect sizes that meet the inclusion criteria are selected. In addition, a random-effects model is selected to conduct the meta-analysis in Comprehensive Meta-Analysis 3.3 software. The results show that the main effect analysis indicates a significant positive correlation between INS and learning outcome. The moderator analyses reveal that the relationship between INS and learning outcome is moderated by the indicator of interactive situation, as well as interactive style. Other moderators such as interactive content, the evaluation index of interactive outcome do not moderate the relationship between these two constructs. The results can provide methodological references for the evidence-based research of international Chinese language education, and can also provide implications for the practice optimization and research innovation of international Chinese language education under the new educational ecology.