Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?

We investigated in an experiment with 180 university students the joint role of prior knowledge, alleged model competence, and social comparison orientation regarding the effectiveness of Eye Movement Modeling Examples (EMME) for supporting multimedia learning. EMME consisted of short videos with gaze replays of an instructed model demonstrating effective multimedia processing strategies. Participants were either instructed that the model in the EMME-videos was a successful learner (competent model) or another participant (peer model). Participants in a control condition received no EMME. Furthermore, we activated domain-relevant prior knowledge in half of the participants before watching the EMME. Against our expectations, we found no influence of either prior knowledge activation or model-observer similarity. As expected, our results indicated that EMME fostered multimedia learning. This was also supported by findings from small-scale meta-analyses that were conducted with the focus on the effect of EMME for multimedia learning and potential moderators of the effect. Moreover, results showed first evidence that social comparison orientation interacts with (alleged) model competence regarding the effectiveness of EMME. Further research is needed to follow up on the influence of individual factors as well as social cues on the effectiveness of EMME.

A Path Toward a More Understandable Advertising Disclosure for Children

Children are heavily confronted with advertising messages in their media environments. Given the emotional nature of contemporary advertising and children’s still developing cognitive skills, young consumers are hardly able to cope critically with advertising attempts. So that children are able to detect the persuasive intent, advertising disclosures are viewed as potential supportive measures to mitigate harm that excessive advertising might cause to children. However, the effects of advertising disclosures on children’s awareness of persuasion, i.e., “persuasion knowledge,” appear to be mixed. Moreover, scholars of this research field lack a consensus about what kind of determining factors play important roles in terms of children’s persuasion knowledge activation through disclosures. The present study builds on persuasion knowledge literature and investigates whether the factors identified in this research field can be also transferred to advertising disclosures. The results of a literature review of previous disclosure research show that disclosures might need specific ‘features’ so that advertising disclosures can be effective among children. Furthermore, not all children appear to be equally likely to grasp the meaning of disclosures. However, individual factors other than age might be more important in this context, including environment and situation. Finally, opportunities for future research are discussed.

Teachers' beliefs about classroom practices that develop students’ metacognition and self-regulated learning skills

Teachers have an important role in promoting the development of metacognition and self-regulated learning in students. This study aims to reveal the beliefs and practices of preuniversity teachers regarding the best teaching strategies that can be used in the classroom to facilitate the development of students' metacognition and self-regulated learning skills. Teachers from pre-primary and school levels (ISCED 02-3) (International Standard Classification of Education (ISCED) - Statistics Explained (europa.eu) participated in this research. Participants, 120 teachers, had to filled in an online form of the adapted version of the 'Self-Regulated Learning Opportunities Questionnaire', developed by Vrieling, Bastiaens, and Stijnen (2012), and to answer three open-ended questions. The questionnaire assessed the extent to which teachers use the following two strategies to promote metacognition and self-regulated learning in their classroom: planning (including goal-setting, metacognitive knowledge activation, task value activation, and time management) and monitoring of the learning process (including metacognitive awareness and monitoring of cognition). The open-ended questions aimed to reveal the participants' opinions about the best teaching practices that facilitate the development of metacognition and selfregulated skills of students, the factors that hinder the development of these skills and how teachers can promote self-regulated learning in their classrooms. Data were analyzed using the SPSS software for the quantitative data, and the thematic-analysis for the qualitative ones. Results show that teachers create some opportunities for students to develop their self-regulated learning skills, but face various problems in trying to develop these skills in the classroom context. The results of this study are discussed in relation to both classroom and school contexts, and the broader level of educational policies.

Art within philosophy of education. Part 2

Modern reformation-educational processes are influenced by digital technologies, electronic communications networks, media-art practices, etc. Hence we get the actuality of creative potential of art for pedagogical activity as the concept of philosophy of education. Human consciousness inherents organic interdependence theoretically-cognitive (knowledge, ideas, comprehension of the boundary principles of human existence, culture, procedure of philosophical reflection) and social-psychological (feelings, will) elements. Author’s perennial experience incorporates interactive forms of artistic knowledge activation of pedagogical specialties students: preparations and guided tours by students (museums, architecture of Lviv, etc.), developing skills to conduct dialogues about art and education of the countries which languages are taught in pedagogical institution (Ukraine, the United Kingdom, Germany, France, Spain). In accordance personal and pedagogical experience of intersubjective communication, existential and cultural self-determination is enriched. In the system of philosophy of education, art is designed to harmonize human existence, to balance the sensory-emotional and rational-intellectual spheres of consciousness. The spread of electronic media requires a thorough study of their impact on humans, given the cognitive problems of communication technologies, information and computer systems, digitalization. A variety of artistic phenomena form a holistic system. Moreover, beliefs are knowledge that has passed through the world of feelings and human will. An open humanitarian space, new dialogical, communicative, cultural opportunities for interaction of nature-man-culture-society-universe, the universal nature of self-organization of human life, education of intersubjective cultural communication between carriers of different types of worldview, values, spiritual traditions is methodologically important.

Comparison of the effects of help-seeking and product-claim direct-to-consumer advertising (DTCA) and the underlying mechanism

Purpose The purpose of this paper is to evaluate the differential effects of help-seeking and product-claim direct-to-consumer advertising (DTCA) on consumers’ attitude toward the ad, intention to seek information and intention to see a doctor. This paper also seeks to examine the underlying mechanism of these effects and the moderating role of advertising literacy. Design/methodology/approach An online experiment was conducted with 130 adults who experienced narcolepsy symptoms and experimental stimuli promoting a fictitious drug for narcolepsy. Findings Help-seeking DTCA generated lower persuasion knowledge activation than product-claim DTCA, resulting in lower skepticism, more favorable attitude toward the ad and higher behavioral intentions. The effects of ad type were stronger among consumers with higher advertising literacy. Originality/value This is the first study that provides a thorough examination of the underlying mechanism of the differential effects of help-seeking vs product-claim DTCA as well as the roles of consumers’ advertising literacy on ad outcomes.

The activation of object-state representations during online language comprehension

Understanding the time-course of event knowledge activation is crucial for theories of language comprehension. We report two experiments using the ‘visual world paradigm’ (VWP) that investigated the dynamic mapping between object-state representations and real-time language processing. In Experiment 1, participants heard sentences that described events resulting in either a substantial change of state (e.g. The chef will chop the onion) or a minimal change of state (e.g. The chef will weigh the onion). Concurrently, they viewed pictures depicting two versions of the target object (e.g., an onion) corresponding to the intact and changed states, and two unrelated distractors. A second sentence referred to the object with either a backward or a forward shift in event time (e.g. But first/And then, he will smell the onion). In Experiment 2, Degree of Change was manipulated by using different nouns in the first sentence (e.g. The girl will stomp on the penny/egg). The second sentence was similar to the ones used in Experiment 1 (e.g., But first/And then, she will look at the penny/egg). The results from both experiments showed that participants looked more at the ‘appropriate’ state of the object that matched the language context, but the shift of visual attention emerged only when the object name was heard. Our findings suggest that situationally appropriate object representations do trigger eye movements to the corresponding states of the target object, but inappropriate representations are not necessarily eliminated from consideration until the language forces it.

How to Apply Problem-Based Learning in Medical Education? A Critical Review

Problem-based learning (PBL) is a cornerstone of modern medical education. Principles of PBL are the construction of knowledge, prior knowledge activation, organization of knowledge, elaboration of knowledge, stepwise transfer across contexts and cooperation with other learners. It provides the ability to identify the knowledge, generate and analyze hypotheses that lead to the differential diagnosis of the case according to the complaint of the patient by using history taking, physical exam, and investigations. Application of any innovation such as PBL faces many challenges and obstacles that are related to the students, tutors, learning environment and other stakeholders. We can overcome these obstacles by more training sessions for tutors and students. In addition, the construction of PBL curriculum should be based on a community-oriented approach because it depends on the priorization of common health problems in the surrounding community.

Knowledge sharing and accumulation dynamics in autonomous online consumer communities: Individual and collective levels

Enabling the sharing of dormant consumer knowledge, autonomous online consumer communities constitute communities of consumption practice. Drawing from the knowledge management literature, this article investigates consumer knowledge activation and accumulation dynamics in online communities within the naturalistic setting of an online forum. The netnographic study identifies different patterns of knowledge activation, giving insights into the kind of consumer knowledge that emerges in autonomous online communities. Different characteristics of online communities such as potential presence of rare knowledge, breadth of views or additive value of similar views are leveraged, to produce different types of collective knowledge. The study contributes to the online communities literature by deconstructing the dynamics of knowledge sharing and accumulation in autonomous communities; these function as communities of consumption practice and contribute to consumer empowerment through building collective knowledge from individual activations. It contributes to the consumer knowledge literature a two-level, individual and collective, characterisation of knowledge activation and accumulation.