Learning Desire Is Predicted by Similar Neural Processing of Naturalistic Educational Materials

Overview of the three-step ISC analysis. Neural responses are recorded on D electrodes from N subjects during the time (0–T s) of stimuli presentation. First, a few (first three in this study) maximally correlated components are extracted. Second, the spatial distribution of each component is visualized. Third, for each subject, ISC is measured as the sum of the averaged correlation coefficients between that subject and remaining subjects over the first three components. Ed, Electrode d; Sn, subject n. Ci, component i.

Video-evoked versus chance-level ISC of each course clip. ISC evoked by each course clip significantly exceeded its chance level. Each dot represents one subject. Error bars indicate SEs. ***p < 0.001, FDR corrected.

ISC of high versus medium versus low effective course clips. A, ISCs of high and medium effective clips were respectively larger than that of low ones. B, Top, One representative illustration (i.e., the highest effective course clip) of the scalp projections of the first three maximally correlated components (i.e., C1, C2, and C3). Color indicates how strongly the component activity correlated with the EEG signals recorded on different electrodes across the scalp. Bottom, Subcomponent ISCs were also enhanced when the motivational effectiveness of course clips increased. Each dot represents one subject. Error bars indicate SEs. #p < 0.1, *p < 0.05, **p < 0.01, ***p < 0.001, FDR corrected.

ISC predicted course-learning desire. A, Pearson correlation indicated ISC difference (high vs low) positively associated with the subject’s learning desire difference (high vs low; r₍₁₅₎ = 0.74, p = 0.002). B, ISC difference became a significant correlate of learning desire difference after ∼100 s of watching. The vertical red line with an asterisk indicates the earliest time (100.6 s) at which such a correlation reached the significance. The horizontal dashed line indicates the correlation coefficient (r₍₁₅₎ = 0.64, p < 0.05, FDR corrected). C, Pearson correlations indicated differences in subcomponent ISCs independently associated with the subject’s learning desire difference. D, For C1, the vertical purple line with an asterisk indicates the earliest time (85.5 s) at which correlation reached the significance. The horizontal dashed line indicates the correlation coefficient (r₍₁₅₎ = 0.60, p < 0.05, FDR corrected). C2 or C3 showed no such early prediction effect. Each dot represents one subject. #p < 0.1, *p < 0.05, **p < 0.01.