What the Research Shows: Learning With Others

Academic papers can feel impenetrable, even when they describe something every facilitator already knows. This one — a 2022 study on interactive learning — puts data behind what many of us see in real classrooms: learning works better when people build meaning together.

From “Learning From” to “Learning With”

The study — “Learning with Others: Brain-to-Brain Coupling and Interactive Learning” by Pan et al. (2022, Proceedings of the National Academy of Sciences) — used brain-imaging data to track what happens when people learn together.
The researchers found that learners’ brains synchronize during active interaction — not during lectures or observation. When learners explain, question, or co-create understanding, their brain activity begins to align in subtle ways. This “brain-to-brain coupling” predicts higher retention and deeper comprehension.

In plain language: the more people co-construct meaning, the more effectively they learn. It’s not social decoration; it’s part of the mechanism.

What It Means for Corporate Learning

Most corporate programs still rely on learning from others — an expert transfers knowledge to a group. But the real learning shift happens when people start learning with each other: when they explain reasoning, challenge assumptions, and solve problems jointly. That’s what changes retention — and confidence.

In our simulation classrooms, this happens naturally. Teams start by focusing on their own calculations. Then someone explains a decision, another corrects it, and a third clarifies the principle behind it. Suddenly, the teaching is happening between participants.
The facilitator steps back, and the energy rises — because the simulation is built to make people construct meaning together.

Bringing It Into Practice

If you’re designing learning for adults, this study reinforces three design choices:

1. Design for interaction, not coordination. Shared schedules and discussion boards help, but genuine interaction is what cements learning.
2. Build in joint reasoning. Ask teams to debate, justify, and decide together — not just report back individually.
3. Shift the facilitator role. Treat facilitation as orchestration: guiding the rhythm of exchange rather than transmitting information.

The Broader Implication

Cohorts, workshops, and even online programs can use this insight. When interaction becomes part of the structure — not a sidebar — learning sticks. It’s not about adding more content or technology. It’s about giving people a reason to talk, think, and build understanding together.

Explore our interactive Business Simulations or contact us to learn more.

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Reference: Pan, Y., Novembre, G., Song, B., Li, X., & Hu, Y. (2022). “Learning with Others: Brain-to-Brain Coupling and Interactive Learning.” Proceedings of the National Academy of Sciences (PNAS), 119(3). Link to article.

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