ArticleNPJ science of learning2024
Structured interaction between teacher and student in the flipped classroom enhances learning and interbrain synchrony.
Article in NPJ science of learning, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
5 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Systematic evaluation of the teaching effectiveness of flipped classroom mode in undergraduate preventive medicine courses in China.Frontiers in public health · 2026Pooled it
- Functional near-infrared spectroscopy: Systematic mapping of abnormal brain function features in neurological disorders.Neural regeneration research · 2026Article
- EMI-EDU: reframing learning and education through energy, mass and information.Frontiers in human neuroscience · 2026Article
- The ethical, legal and social issues of neuroergonomics in the workplace.Frontiers in neuroergonomics · 2026Article
- EEG analysis of brain dynamics in a simulated multi-task and multi-stage learning environment.NPJ science of learning · 2025Article
Corrections and comments
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Authors and funding
7 authors.
Funding
Abstract
Studies have found that flipped classroom teaching (FT) improves learning compared to lecture-based teaching (LT). However, whether the structured teacher-student interaction-the key feature of FT-plays an essential role in enhancing learning remains unclear, as do its neural underpinnings. Here, we compared three teaching conditions: FT with a video lecture and structured interaction, LT with a face-to-face lecture and spontaneous interaction, and control teaching (CT) with a video lecture and spontaneous interaction. The fNIRS-based hyperscanning technique was used to assess the interbrain synchrony (IBS) from teacher-student dyads. Results showed that the learning was significantly improved in FT than in LT and CT, and FT significantly increased teacher-student IBS in left DLPFC. Moreover, the IBS and learning improvements were positively correlated. Therefore, these findings indicate that the structured teacher-student interaction is crucial for enhancing learning in FT, and IBS serves as its neural foundation.
Identifiers
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.