The Correlation between Teacher-Student Interactive Learning and Students’ Neurofunctional Development: A Systematic Review

• In Event: AERA Poster Session Friday 7:45 am
  In Poster Session: Bridging Gaps in Education: Cultural Competence, Neuroscience, and Teacher-Student Interaction

Abstract

Teacher-student interactive learning critically shapes neural and behavioral development. This review addresses a gap in understanding how such learning affects brain function during the high-plasticity 0-12 age range. Following PRISMA guidelines, we analyzed 17 neuroimaging studies (2014-2025) from four databases. Key findings: (1) Interactive activities showed medium effect sizes on neurodevelopment, with activity types triggering distinct neural changes; (2) Inter-brain synchrony positively correlated with academic performance; (3) Neural outcomes were moderated by individual differences, intervention designs, and task variability. Results establish foundational evidence linking interactive learning to neurodevelopmental outcomes, providing crucial references for future research.

Authors

• Jingwen Li, The Chinese University of Hong Kong，Shenzhen

• Runke Huang, Chinese University of Hong Kong - Shenzhen