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Memorability studies have revealed a limitation in our ability to accurately judge which images are memorable. Conversely, metacognitive research suggests that individuals can utilize cues to reliably assess their memory performance. Here, we investigated two important stimulus cues potentially underlying subjective memorability, and their relation to actual memory performance. Participants encoded 200 real-world object images while providing Judgements of Learning (JOLs), in which they estimated the likelihood of remembering each image. Subsequently, they completed an old/new memory recognition test on these stimuli. All stimuli were priorly rated by an independent group of participants for their perceived meaningfulness and visual complexity. Results indicated that participants' metacognitive judgements exhibited a relatively good resolution, allowing them to distinguish well-remembered from less-remembered images. Furthermore, analyses conducted at the image level demonstrated that JOLs significantly predicted memory performance, with the meaningfulness of the images emerging as a crucial factor associated with JOLs of both participants and their actual memory performance. The visual complexity factor was correlated only with the actual memory performance. Collectively, these findings suggest that memory performance is closely associated with the meaning of objects. Critically, individuals possess a subjective sense of images' memorability, which is at least partially mediated by perceived meaningfulness. [ABSTRACT FROM AUTHOR]

Background: Hyper‐video technology allows reflection on learning materials by writing personal notes and by interactions with lecturers and peers through shared posts and replies. While research shows that integrating hyper‐videos in educational systems can promote the learning processes and outcomes, an open question remains regarding its actual utilization patterns by students and teachers. Objectives: The study aimed to reveal the extent to which students utilize different functions of hyper‐videos in real‐life learning contexts, and to examine the role of instructional design on hyper‐video utilization. Method: In a mixed‐method design, the study characterized active and passive interactions in hyper‐videos in higher education courses, and amongst active interactions, compared shared versus private annotations. Additionally, the study compared voluntary and mandatory instructional design for promoting hyper‐video interactions. In particular, we used learning analytics to explore hyper‐video patterns in 25 undergraduate and graduate courses. Results and Discussion: A log analysis revealed that students wrote most of the posts, while lecturers mainly provided replies to students' posts. Private annotations were more prevalent than shared writing, pointing to the unfulfilled potential of hyper‐video annotations to benefit from collaborative learning. A qualitative analysis on instructional design was consistent with quantitative findings, revealing important differences between the courses with mandatory versus voluntary hyper‐video integration in pedagogical design, and in cognitive presence and teaching presence, based on the community of inquiry framework. Major takeaways: Findings point to an unfulfilled potential of hyper‐video technology to promote active and collaborative learning. This highlights the role of design and instructive guidance when integrating technology into educational systems. Lay Description: What is already known about this topic: Hyper‐video functions increase motivation and promote self‐regulation of learningIntegrating hyper‐videos in education can benefit leaning outcomesHowever, there is an imbalance between the availability ICT and its actual useThere is a gap in the literature regarding actual utilisation patterns of hyper‐video What this paper adds: A mixed method design exposes hyper‐video utilisation patterns in higher educationFindings show underutilisation of active and collaborative hyper‐video functionsMixed analysis reveals advantage for mandatory (graded) compared to voluntary designGender and degree do not moderate utilisation patterns of hyper‐videos Implications for practise and/or policy: Instructional design is required to guide students of effective use of hyper‐videosInstructors should use hyper‐videos to promote collaboration and peer dialogueDirect instruction does not engage students in active learning via hyper‐videosMandatory design can increase hyper‐videos' potential to contribute to learning [ABSTRACT FROM AUTHOR]

The role that body image plays in the psychological adjustment of kidney-transplant recipients is an understudied issue. In the current study, the association between three variables – (a) body-image dissatisfaction, (b) quality of life (QOL), and (c) psychological distress – was investigated. The research participants were 45 kidney-transplant recipients who were under follow-up care at the Transplant Unit of the Tel-Aviv Medical Center (Israel). Body image, psychological distress, and QOL were measured using self-report questionnaires [Body-Image Ideals Questionnaire (BIIQ), Brief Symptoms Inventory (BSI), and SF-12]. Medical and background data were collected from medical and administrative records. The findings indicated an association between higher level of body-image dissatisfaction and a decrease in several quality-of-life dimensions (role emotional, physical pain, general health, and social functioning), and with an increase in psychological distress. These findings highlight the importance of body-image dissatisfaction as a factor that is associated with QOL and psychological distress among kidney-transplant recipients. Body image warrants further attention and should be screened and treated among those who demonstrate high levels of dissatisfaction. [ABSTRACT FROM PUBLISHER]