The Impact of Teacher Brain Activity on Video Instruction: A New Perspective in Educational Neuroscience

Researchers have traditionally focused their attention on analyzing changes in students' mental and brain activity during video learning. However, this approach has neglected the crucial role that teachers play in video interactions, and the association between their brain activity and teaching effectiveness remains unclear. It is widely recognized that interpersonal interactions between students and teachers constitute the dynamic nature of teaching (Watanabe, 2013). Therefore, educational neuroscience advocates for a greater focus on teacher brain activity, specifically changes in the 'Teaching Brain' concept that represents the complexity, dynamism, and context-dependence of the 'Learning Brain' (Rodriguez, 2013; Rodriguez & Lynneth Solis, 2013).

To address this gap, a recent study combining experiments and interviews was conducted by Yang & Ai et al. (2021). The experiment's brain wave results revealed that better teaching outcomes were produced when the teacher's tension increased during the video lesson. The interview findings suggest that stress may encourage teachers to focus more intently on maintaining proper body posture, facial expressions, and guidance, allowing them to dedicate more time and effort to class preparation and instruction. Although a straightforward pilot study, this work provides a better model for future single-brain studies. By combining quantitative neuroscience data with qualitative interview information, researchers can better understand why changes in cerebral activity occur and develop a more comprehensive understanding of the role of teachers in video instruction.