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Background: Both eye movement modelling examples (EMMEs) and cues guide attention and improve learning in multimedia learning environments. EMME can act as a special form of cue. However, no studies have directly examined whether EMME would be superior to visual cues. Objective: The study was to investigate whether there were advantages of EMME over cues on visual attention, learning outcomes and subjective perception in a multimedia environment. Method: In Experiment 1, 67 college students were randomly assigned to the EMME group, cue group and control group and learned from animations explaining the synaptic transmission. In Experiment 2, we replicated Experiment 1 using longer learning material. Seventy-one college students were randomly assigned to three groups (EMME, cue and control) and learned from animations explaining the process of cell division. Results and Conclusions: In Experiment 1, results indicated both EMMEs and cues guide attention and facilitate learning. Regarding learning outcomes and subjective perception, learners did not benefit more from EMMEs than cues. Eye movement indicators showed that EMMEs were better than cues. In Experiment 2, results were consistent with Experiment 1. Implications: This study is the first to compare EMMEs and cues. We found that EMMEs and cues were equivalent in producing effects on learning outcomes and subjective perception. EMMEs were superior to cues in guiding attention and conveying strategies, as indicated by eye movements. Both theoretical and practical implications could be drawn.

Objective:To observe the effect of conception vessel moxibustion of different duration on urinary function in patients with neurogenic bladder (NB) after suprasacral spinal cord injury (SSCI).Methods:A total of 60 patients with NB after SSCI in the second affiliated Hospital of Shandong University of Traditional Chinese Medicine from December 2016 to December 2018, which were randomly divided into the control group and the observation group, with 30 cases in each group. The control group was given conception vessel moxibustion at conception vessel segment[Jiuwei (RN 15) to Zhongji (RN 3)], moxibustion for one hour each time, three times a week, continuous treatment for four weeks. The observation group moxibustion for two hours each time, and the other treatment procedures were the same as those in the control group, three times a week, continuous treatment for four weeks. Before treatment and after treatment for four weeks, the bladder urination function was evaluated by 24-hour urination diary (single urination volume, 24-hour urination frequency, 24-hour leakage frequency), maximum safe bladder capacity and residual urine volume.Results:After treatment for four weeks, the number of urination, the number of leaks, single urination volume, maximum safe bladder capacity and residual urine volume in the control group were (11.25±0.43) times/day, (5.30±0.37) times/day, and (148.55±17.81) mL/time, (301.90±14.73) mL, (72.50±7.21) mL, respectively. While the observation group were (9.80±1.51) times/day, (4.45±0.31) times/day, (159.40±10.97) mL, (314.90±16.33) mL, (67.05±7.18) mL, respectively. Compared with before treatment, 24-hour urination frequency, 24-hour leakage frequency and residual urine volume of the two groups after treatment for four weeks were significantly decreased, single urination volume and maximum safe bladder capacity of the two groups were significantly improved (P< 0.05). Compared with the control group, 24-hour urination frequency, 24-hour leakage frequency and residual urine volume of the observation group decreased more significantly, single urination volume and maximum safe bladder capacity of the observation group improved more significantly (P< 0.05).Conclusion:Long-term conception vessel moxibustion can effectively improve the urination function and reduce urinary incontinence in patients with neurogenic bladder after SSCI.

Objective:To observe the effect of long-term moxibustion at Baihui (GV20) acupoint on urinary incontinence patients with cognitive dysfunction after stroke.Methods:A total of 80 cases of urinary incontinence patients with cognitive dysfunction after stroke were randomly divided to the control group and observation group, with 40 cases in each group. The control group received routine rehabilitation training, including cognitive function training, acupuncture, physiotherapy and massage, all patients were required to maintain 2 000-3 000 mL/24 h of drinking water during the whole study. The observation group received long-term moxibustion with pure moxa stick at Baihui acupoint on the basis of the control group, more than two hours per time, for as long as possible, and once per day, seven times per week, continuous treatment for eight weeks or till the end of treatment (disappearance of incontinence symptoms). At both the before treatment, and after treatment for eight weeks, the cognitive dysfunction score was evaluated by Mini-mental state examination (MMSE), the bladder urination function was evaluated by 24 hours of urination, bladder safety capacity, residual urine volume, the ability of daily living was evaluated by the modified Barthel index (MBI).Results:After treatment for eight weeks, the MMSE, MBI scores, single urine output, bladder safety capacity of the control group were (21.86±2.41) scores, (57.30±7.33) scores, (124.41±24.35) mL a time, (215.11±17.86) mL, and the observation group were (23.08±2.62) scores, (60.53±6.37) scores, (179.29±18.23) mL a time, (264.21±20.05) mL. Compared with before treatment, the MMSE, MBI scores, single urine output, bladder safety capacity of both groups after treatment for eight weeks were higher, and the improvement in the observation group was significantly higher than that of the control group (PP

This study explored the role of question types and prior knowledge in vicarious learning with an intelligent tutoring system. In experiment 1, the participants were assigned to three conditions (deep questions, shallow questions, control), the results showed that participants in the deep questions condition had higher retention test scores than those in the shallow questions condition and those in the control condition. In experiment 2, we conducted a 2 (prior knowledge: high, low) × 3 (question types: deep question, shallow question, control) between-subjects experimental design, and participants in the deep question condition again had higher retention test scores than the other conditions. Also, participants in the shallow question condition had higher retention test scores than those in the control condition. Additionally, no interaction between prior knowledge and question types was observed. In conclusion, deep questions can promote learning of experimental design, which replicates prior research results on deep level questions.

This study investigated the effectiveness of visual training or verbal training on how to use a text-picture processing strategy for learning from computer-based multimedia instructional material. Sixty-nine university students were randomly assigned to the verbal training group (students received text-based instruction for a text-picture processing strategy), the visual training group (students observed a video depicting an expert's eye fixations while using a text-picture processing strategy for an initial portion of a multimedia lesson) or the control group (students did not receive any instruction). During reading a multimedia lesson on biology, students' eye movements were tracked; and after the lesson, students took a posttest. Concerning learning outcomes, both visual and verbal training helped students perform better than the control group on a recall test and the verbal training group perform better on a transfer test. Concerning learning processes, both visual and verbal training caused students to attend less to on-screen text and more to on-screen pictures as compared to the control group. Mediation analysis showed that increased attention to pictures was a mediator for better learning outcomes. Practical and theoretical implications are discussed.

Although gesturing onscreen instructors are widely included in video lectures, it is still unclear whether, when, and how they are conducive to learning. To clarify this issue, we conducted a set of three-level meta-analyses of 662 effect sizes from 83 articles, spanning Web of Science, PsycINFO, ERIC, Education Research Complete, ProQuest Dissertations & Theses, and Google Scholar up to March 2024. We included randomized controlled trials of gesturing instructors in multimedia learning, measuring retention test score, transfer test score, fixation time, fixation count, cognitive load, and/or social perception across all languages of publication. Funnel plot and Egger sandwich test were used to assess risk of bias. Results showed that adding gesturing instructors improved retention (g = 0.28, 95% CI:[0.19,0.37]) and transfer test scores (g = 0.31, 95% CI:[0.21,0.41]), yielding an "embodiment effect." This effect was stronger when the instructor displayed deictic, metaphorical, or a mixture of multiple gestures; when the instructor in the control condition was not visible; when the lecture was learner-paced and longer. Moreover, it increased learners' social connection ratings and eye fixation time and count on core learning material (but only when deictic gestures were used). Thus, gesturing onscreen instructors may promote learning by social and cognitive paths, deepening our understanding of the role of gesturing onscreen instructors in multimedia learning and providing guidance for designing effective video lectures. More studies with clear experimental descriptions and eye-tracking studies are needed.