Multi-Brain Scanning in Video Education: Exploring New Frontiers in Research

Future research on multi-brain scanning technology in the context of video education should focus on several key areas. Firstly, a significant gap exists between the research setting and the actual teaching environment, despite the fact that fMRI research can be readily integrated with video education. In an environment devoid of an educational ecology, teachers and students engage in relatively constrained systems of instruction and learning. To address this issue, future research should prioritize the use of more portable equipment whenever possible. For instance, Takeuchi et al. (2017) employed a wearable NIRS device to examine brain activity in the PFC areas of teachers and students during video game instruction. Their findings suggested that the integration of information about the student's learning state and the teacher's own teaching process may occur in the left PFC of the teacher. This highlights the potential benefits of simultaneously recording and analyzing brain activity data during teacher-student interaction for the field of educational neuroscience.

Secondly, other cognitive and affective processes, such as cognitive load, motivation, and working memory, which are equally crucial in video learning, have not received sufficient attention. Previous studies have primarily focused on changes in student attention in video education. A burgeoning topic in big data research is the use of EEG signal characteristics for emotion recognition (Dadebayev et al., 2021; Guo et al., 2022). As a result, the analysis of the mechanisms underlying the effects of video education on the emotions of teachers and students can also be conducted using synchronization of multi-brain activity.