Social interaction is a catalyst for adult human learning in online contexts

Felice, Sara De; Vigliocco, Gabriella; Hamilton, Antonia F. de C.

doi:10.1016/j.cub.2021.08.045

Cited by 21 publications

(36 citation statements)

References 55 publications

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“…interactive presentations than recorded video presentations 25 . These studies, however, were focused on the ingroup/out-group variable or other social factors and did not directly compare physical and online co-presence conditions and the magnitude of the corresponding effects.…”

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confidence: 99%

Physical but not virtual presence of others potentiates implicit and explicit learning

Sarasso

Ronga

Fante

et al. 2022

Sci Rep

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E-learning activities are becoming more and more common. Whilst it is well known that the physical presence of others motivates individuals to engage in perceptual and learning tasks, systematic investigations comparing the effects of physical and virtual co-presence of others on knowledge acquisition are still scarce. Here we investigate the effects of physical and virtual co-presence of others on explicit and implicit learning. In Experiment 1 (discovery sample), retrieval accuracy in a spatial memory task and EEG indexes (mismatch negativity-MMN) of implicit perceptual learning were recorded when participants were alone or in presence of another individual. In Experiment 2 (replicating sample), we added a “virtual” condition, where the same tasks were performed during a video-conference call. In both experiments, MMN was demonstrated to encode for perceptual learning as revealed by the significant correlation with Bayesian Surprise (a consolidated information-theoretic index of Bayesian learning). Furthermore, In Experiments 1 and 2 physical co-presence systematically ameliorated memorization performances and increased MMN indexes related to implicit learning. These positive effects were absent in the virtual condition, thus suggesting that only physical, but not virtual co-presence is effective in potentiating learning dynamics.

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confidence: 99%

Physical but not virtual presence of others potentiates implicit and explicit learning

Sarasso

Ronga

Fante

et al. 2022

Sci Rep

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“…The studies reviewed above did not directly control the social factor during learning. In a study from our group [ 27 ], we designed two repeated-measure yoked-control experiments and tested learning of over 50 adults during online sessions in different conditions designed to specifically test different social factors. People learned some facts about uncommon items (musical instruments, ancient objects, exotic food and animals) in interaction with a teacher (experimenter) and some other facts from videos of another participant attending to the previous experimental session.…”

Section: Review Of the Evidencementioning

confidence: 99%

“…In our work on social learning online [ 27 ], we found that visual social cues (teacher—face and hands) impacted learning differently depending on whether learning was interactive (student engaged in a live lecture) or observational (student learned from a pre-recorded video of a previous session): in two experiments, we showed a strong interaction effect between social contingency (live versus recorded contrast) and social richness (whether the face of the teacher was visible versus when just their hands or a slide was presented instead). To our knowledge, this was the first study showing that rich social cues specifically improve interactive but not observational learning.…”

Section: Learning From and With Others: What Is Special About Interac...mentioning

confidence: 99%

“…socially. Social interactions feature as the major catalyst for the human ability to acquire and retain new information [ 27 , 42 , 137 ], even in robot–human interaction [ 138 ]. We have presented evidence showing the crucial role that social interaction plays in human learning across the lifespan.…”

Section: Final Remarks and Future Questionsmentioning

confidence: 99%

“…There are only few studies that directly contrast different types of learning. Examples include comparisons of physical or observational learning [ 25 ] and comparisons of sequence learning from imitation or verbal instruction [ 26 ] or of observational versus interactive learning [ 27 , 28 ].…”

Section: Introductionmentioning

confidence: 99%

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Learning from others is good, with others is better: the role of social interaction in human acquisition of new knowledge

Felice

Hamilton

Ponari

et al. 2022

Phil. Trans. R. Soc. B

Self Cite

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Learning in humans is highly embedded in social interaction: since the very early stages of our lives, we form memories and acquire knowledge about the world from and with others. Yet, within cognitive science and neuroscience, human learning is mainly studied in isolation. The focus of past research in learning has been either exclusively on the learner or (less often) on the teacher, with the primary aim of determining developmental trajectories and/or effective teaching techniques. In fact, social interaction has rarely been explicitly taken as a variable of interest, despite being the medium through which learning occurs, especially in development, but also in adulthood. Here, we review behavioural and neuroimaging research on social human learning, specifically focusing on cognitive models of how we acquire semantic knowledge from and with others, and include both developmental as well as adult work. We then identify potential cognitive mechanisms that support social learning, and their neural correlates. The aim is to outline key new directions for experiments investigating how knowledge is acquired in its ecological niche, i.e. socially, within the framework of the two-person neuroscience approach. This article is part of the theme issue ‘Concepts in interaction: social engagement and inner experiences’.

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Transforming Education: The Intersection of Education Management, Technology, Smart Universities, and the Impact of Covid-19—A Qualitative Analysis

Chauhan,

Karthikeyan,

Ravi Kumar

2024

Artificial Intelligence (AI) and Customer Social Responsibility (CSR)

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Social interaction is a catalyst for adult human learning in online contexts

Cited by 21 publications

References 55 publications

Physical but not virtual presence of others potentiates implicit and explicit learning

Physical but not virtual presence of others potentiates implicit and explicit learning

Learning from others is good, with others is better: the role of social interaction in human acquisition of new knowledge

Transforming Education: The Intersection of Education Management, Technology, Smart Universities, and the Impact of Covid-19—A Qualitative Analysis

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