Bridging Perception and Physiology in Elementary Science Classrooms: Investigating Cognitive Reengagement Using fNIRS and Behavioral Metrics Following Classroom Interruptions

• In Event: AERA Poster Session Wednesday 3:45pm
  In Poster Session: Bridging Worlds with Technology in Science Education

Abstract

Interruptions in elementary science classrooms such as announcements or peer interactions can disrupt students’ cognitive workflow and hinder learning. This study used functional near-infrared spectroscopy (fNIRS), behavioral telemetry, and self-reported readiness to examine how 4th and 5th grade students reengage with computerized inquiry-based science tasks after interruptions. Behavioral reengagement occurred significantly earlier than both self-reported readiness and fNIRS-derived markers of dorsolateral prefrontal cortex (DLPFC) activation, revealing a temporal dissociation. Visual reorientation aids (e.g., what I was doing or reengagement panels) significantly reduced fNIRS-measured reengagement latency. Findings suggest that students often resume tasks before they are cognitively ready and that external scaffolds can support more effective reengagement. Implications for classroom design, instructional pacing, and neuroadaptive learning environments are discussed.

Authors

• Richard Lamb, University of Georgia

• Caitlin Volante, Vanderbilt University

• Viviane Ito, University of North Carolina - Chapel Hill

• Lindy Hernandez, Pennsylvania State University

• Ashley Anderson, Intuit