July 10, 2022

Multimedia Learning

The Covid-19 pandemic has forced students and teachers to rely on online learning or hybrid teaching. But little neurocognitive research has been devoted to investigate how instructional designs should be optimized to achieve the desired outcomes of learning and teaching. In this project, we follow the design principles of Multimedia Learning to examine the neural bases and mechanisms of learning. We specifically study the effects of cognitive, social, and affective features of instructor image and the embodiment of learning in virtual space. The project takes a multidisciplinary approach from cognitive science, education, and social neuroscience towards effective online learning and teaching in order to address the challenges faced by today’s students and teachers.



Li, P., & Jeong, H. (2020). The social brain of language: Grounding second language learning in social interaction. npj Science of Learning, 1-9.

Li, P., & Lan, Y.J. (2021). Digital language learning (DLL): Insights from behavior, cognition, and the brain. Bilingualism: Language and Cognition, 1-18. (Keynote article)

Data sharing for

Onscreen Presence of Instructors in Video Lectures Affects Learners’ Neural Synchrony and Visual Attention During Multimedia Learning: