EEG study of virtual learning demonstrates worsened learning outcomes and increased mirror neuron activation

Abstract

The COVID-19 pandemic has necessitated virtual forms of schooling and learning, which has been a challenging adjustment that may continue to be required with resurgences in infection or future disease outbreaks. In order to improve the effectiveness of virtual learning, we need a better understanding of any cognitive limitations associated with virtual learning formats and technologies. This study examined the differences between in-person dance learning and virtual dance learning, as measured by mirror neuron activation and learning outcomes. My hypothesis was that virtual learning induces a lower level of mirror neuron activation in the brain (as approximated by mu rhythm band power) than in-person learning, which I expected to coincide with worse learning outcomes. In this study, the electroencephalography (EEG) brain waves of eight participants were recorded while the participants watched and learned two dances: one over a computer screen and another via live, in-person demonstration. At the end of each demonstration, participants were asked to perform the routine from memory and were scored on a 5-point rubric. As hypothesized, participants scored lower on the performance rubric when learning virtually versus in-person. However, contrary to expectations, the EEG data showed that participants actually had higher mirror neuron activation when learning virtually versus in-person. This study demonstrated a statistically significant suppression of mu rhythm power, which is a proxy for heightened mirror neuron activity, for virtual learning compared to in-person learning. This illustrates that, while virtual dance learning is harder than in-person dance learning, when participants are asked to try to learn new movements over a screen, their mirror neurons are more highly engaged than when learning in-person. These findings have broader implications for both the effectiveness and mental exertion or cognitive load of virtual learning.