Dynamic reconfiguration of brain coactivation states associated with active and lecture-based learning of university physics.

ABSTRACT: Academic institutions are increasingly adopting active learning methods to enhance educational outcomes. Using functional magnetic resonance imaging (fMRI), we investigated neurobiological differences between active learning and traditional lecture-based approaches in university physics education. Undergraduate students enrolled in an introductory physics course underwent an fMRI session before and after a 15-week semester. Coactivation pattern (CAP) analysis was used to examine the temporal dynamics of brain states across different cognitive contexts, including physics conceptual reasoning, physics knowledge retrieval, and rest. CAP results identified seven distinct brain states, with contributions from frontoparietal, somatomotor, and visuospatial networks. Among active learning students

SUBMITTER: Smith DD 

PROVIDER: S-EPMC12357887 | biostudies-literature | 2025 Aug

REPOSITORIES: biostudies-literature