## 3 Results and Discussion
### NIRS/NIRS-Based Hyperscanning Research
#### 3.2.4 Education  
Applications in education were the least common among NIRS and fNIRS hyperscanning studies, with only two studies investigating education. First, [PERSON] et al. [148] utilized fNIRS hyperscanning to explore different paradigms between teachers and students in an academic context. The study conducted three small experiments, two in a classroom and one featuring a single student with eye-tracking glasses.  
The results provide proofs of concept for the application of near-infrared spectroscopy in scenarios that more closely resemble authentic classroom routines and daily activities [148]. Recently, fNIRS hyperscanning has expanded its application in education by investigating how communication mode and knowledge state impacted teaching effectiveness [149]. The results found that higher task-related interpersonal neural synchronization (INS) in the left prefrontal cortex (PFC) was found in the FTF teaching condition with prior knowledge. The findings suggest that INS could be a possible neuromarker for dynamic evaluation of teacher-student interaction and teaching effectiveness. Both studies had experimental tasks where participants role-played in classroom scenarios.  
SettingThe two studies were conducted in a classroom-like lab setting [148; 149] and had subjects interact face-to-face.  
Group SizeOne study organized participants in a group larger than two [148], while the other study organized participants into pairs [149].  
\begin{table}
\begin{tabular}{l l l l} \hline \hline
**Application** & \multicolumn{2}{l}{**Experiment Paradigm**} & \multicolumn{1}{l}{**Reference**} \\ \hline \multirow{4}{*}{\begin{tabular}{l} Cognition \\ (17, 39\%) \\ \end{tabular} } & \multirow{2}{*}{Setting} & Lab (15) & [121; 122; 123; 124; 125; 126; 127; 137] \\ \cline{3-4}  & & Natural (2) & [37; 120] \\ \cline{3-4}  & \multirow{2}{*}{Orientation} & Face-to-Face (9) & [121; 117; 120; 123; 124; 126; 127; 149] \\ \cline{3-4}  & & Side-by-Side (8) & [114; 115; 116; 117; 118; 119; 122; 125] \\ \cline{3-4}  & \multirow{2}{*}{Group Size} & n = 2 (14) & [121; 122; 123; 124; 125; 126; 127; 128; 129; 137] \\ \cline{3-4}  & & n \textgreater{} 2 (3) & [119; 120; 127] \\ \hline \multirow{4}{*}{\begin{tabular}{l} Decision- \\ Making (13, 30\%) \\ \end{tabular} } & \multirow{2}{*}{Setting} & Lab (11) & [130; 133; 134; 135; 136; 138] \\ \cline{3-4}  & & Natural (2) & [130; 9; 130] \\ \cline{3-4}  & \multirow{2}{*}{Orientation} & Face-to-Face (8) & [130; 133; 135; 136; 130; 131; 132; 133; 136] \\ \cline{3-4}  & & Side-by-Side (5) & [130; 136; 137; 138] \\ \cline{3-4}  & \multirow{2}{*}{Group Size} & n = 2 (11) & [133; 138; 139; 134; 135; 138] \\ \cline{3-4}  & & n \textgreater{} 2 (2) & [134; 136] \\ \hline \multirow{4}{*}{\
\begin{tabular}{l} Motor \\ Synchronization (12, 27\%) \\ \end{tabular} } & \multirow{2}{*}{Orientation} & \multirow{2}{*}{Face-to-Face (4)} & [139; 140; 145; 147] \\ \cline{3-4}  & & Side-by-Side (6) & [141; 143; 146; 141; 142; 143; 144; 145; 146] \\ \cline{3-4}  & & Back-to-Back (2) & [144] \\ \cline{3-4}  & \multirow{2}{*}{Group Size} & n = 2 (11) & [140; 141; 142; 143; 144; 145; 146; 147] \\ \cline{3-4}  & & n \textgreater{} 2 (1) & [139] \\ \hline \multirow{4}{*}{
\begin{tabular}{l} Education \\ (2, 4\%) \\ \end{tabular} } & \multirow{2}{*}{Setting} & Lab (2) & [148; 149] \\ \cline{3-4}  & Orientation & Face-to-Face (2) & [148; 149] \\ \cline{3-4}  & & n = 2 (1) & [149] \\ \cline{3-4}  & \multirow{2}{*}{Group Size} & n \textgreater{} 2 (1) & [148] \\ \hline \hline \end{tabular}
\end{table}
Table 3: Summary of 44 fNIRS/NIRS-based hyperscanning research.