Journal article
Dynamic reconfiguration of brain coactivation states associated with active and lecture-based learning of university physics
NPJ science of learning, v 10(1), 55
16 Aug 2025
PMID: 40819140
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
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.
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Details
- Title
- Dynamic reconfiguration of brain coactivation states associated with active and lecture-based learning of university physics
- Creators
- Donisha D. Smith (Corresponding Author) - Florida International UniversityJessica E. Bartley - Florida International UniversityJulio A. Peraza - Florida International UniversityKatherine L. Bottenhorn - University of Southern CaliforniaJason S. Nomi - Neurobehavioral SystemsLucina Q. Uddin - Neurobehavioral SystemsMichael C. Riedel - Florida International UniversityTaylor Salo - University of PennsylvaniaRobert W. Laird - Florida International UniversityShannon M. Pruden - Florida International UniversityMatthew T. Sutherland - Florida International UniversityEric Brewe - Drexel UniversityAngela R. Laird - Florida International University
- Publication Details
- NPJ science of learning, v 10(1), 55
- Publisher
- Nature Publishing Group
- Number of pages
- 18
- Grant note
- NIH U01-DA041156; NIH U01-DA041156; NIH U01-DA041156; NIH U01-DA041156 / National Institute of Health NSF REAL DRL-1420627; NSF 1631325; NSF 1631325; NSF REAL DRL-1420627; NSF REAL DRL-1420627 / National Science Foundation
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Physics; School of Education
- Web of Science ID
- WOS:001550553600001
- Scopus ID
- 2-s2.0-105013261372
- Other Identifier
- 991022082447404721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education & Educational Research
- Neurosciences
- Psychology, Experimental