English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The present study examines how different types of attention cueing and cognitive style affect learners’ comprehension of a cardiovascular system and cognitive load. In this study, the learners were randomly assigned into one of following groups: no-cueing, static-blood cueing, static-blood–static-arrow cueing, and dynamic-blood–dynamic-arrow cueing. The results showed that attention cueing yielded similar test results but helped reduce the learners’ cognitive load. No interaction effects between cognitive style and the experimental conditions on the learners’ total score and cognitive load were observed. Both highand low-visual learners gained equal benefits from attention cueing. However, one interaction effect in one subtest was observed implying that attention cueing can cause interference among high-visual learners. Contrary to the hypothesis, the presence of attention cueing did not enhance conceptual understanding.

RETRACTED ARTICLE: The Effect of Attention Cueing on Science Text Learning