摘要
Effective collaboration is essential for learning, especially when performing tasks that demand logical reasoning and problem-solving. Understanding how knowledge is coconstructed between individuals can enable valuable insights into the underlying cognitive processes. As teamwork increasingly shifts to online environments, there is a pressing need to investigate the dynamics of participant interaction beyond observable behaviors in depth. This study used a hyperscanning electroencephalography (EEG) approach, one of the most commonly used methods in social interaction research, to investigate interbrain synchrony (IBS) between dyads performing high school-level mathematics and computational thinking tasks of varying difficulty in a setting designed to simulate remote communication. IBS was predominantly observed in the frontal, temporal, and parietal regions and varied significantly across most frequency bands with respect to both task difficulty and completion time. Interestingly, an inverted U-shaped relationship emerged between IBS and task difficulty, with the highest synchrony observed during tasks of moderate complexity, suggesting that a balanced cognitive challenge may be optimal for promoting neural alignment. For the most demanding tasks, however, IBS was positively associated with longer completion times, implying that extended engagement with high-difficulty tasks may encourage sustained collaborative effort and neural coupling. These findings highlight IBS as a potential neural marker of effective joint problem-solving and shared cognitive engagement during collaborative tasks. This study has implications for educational design, team-based learning, and the development of neuroadaptive tools to enhance remote collaboration.