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This meta‐analytic research delves into the influence of expertise on cognitive interpreting, emphasizing time efficiency, accuracy, and cognitive effort, in alignment with prevailing expertise theories that link professional development and cognitive efficiency. The study assimilates empirical data from 18 eye‐tracking studies conducted over the past four decades, encompassing a sample of 1581 interpreters. The objective is to elucidate the role of expertise in interpretative performance while tracing the evolution of these dynamics over time. Findings suggest that expert interpreters outperform novices in time efficiency and accuracy and exhibit lower cognitive effort, especially in sight and consecutive interpreting. This effect is particularly pronounced in the English‐Chinese language pair and with the use of E‐prime and Tobii eye‐tracking systems. Further, fixation count and pupil size are essential metrics impacting cognitive effort. These findings have vital implications for interpreter training programs, suggesting a focus on expertise development to enhance efficiency and accuracy, reduce cognitive load, and emphasize the importance of sight interpreting as a foundational skill. The selection of technology and understanding of specific ocular metrics also emerged as essential for future research and practical applications in the interpreting industry. This article is categorized under:Psychology > Theory and MethodsLinguistics > Cognitive [ABSTRACT FROM AUTHOR]

This study conducts meta‐analytical estimations based on 70 empirical studies regarding inconsistent effect sizes of augmented reality in interactive learning environments. It finds that compared with traditional tools, augmented reality in interactive learning environments significantly enhances overall learning effectiveness (g = 0.717, 95% confidence interval [CI] = 0.606–0.827) at the 0.05 level. The moderating analysis finds that augmented reality in interactive learning environments significantly enhances (1) students' acceptance of technological systems and attitudes toward their courses, (2) comfort, engagement, and self‐efficacy, (3) learning motivations (measured by attention, perceived relevance to learning objectives, confidence, satisfaction, and interest), (4) critical thinking and practical skills, and (5) knowledge acquisition outcomes (including memorization, retention, and application). Interactive augmented reality has insignificant influences on students' flow experience, collaboration, and communication at the 0.05 level, while significantly reducing cognitive load at the 0.05 level. The findings in this study may enlighten further studies on educational technologies and extend applications of augmented reality in education. [ABSTRACT FROM AUTHOR]

Rain Classroom, as a mobile app designed and developed by Tsinghua University, has been catching increasingly intense attention since her birth in 2016. Her usability has, however, seldom been explored. The purpose of this study is to compare the usability of Rain Classroom assisted learning with other learning approaches. A mixed design was adopted to collect both quantitative and qualitative data. Via pre- and post-questionnaires, we collected quantitative data. Through analyzing the data, we concluded that the usability of Rain Classroom was significantly higher than that of the traditional learning in terms of eight attributes: effectiveness, efficiency, satisfaction, learnability, memorability, errors, cognitive load and timeliness. Via the semi-structured interviews, we collected qualitative data, based on which the findings are generally consistent with those from questionnaires. Future research may focus on development of more advanced mobile apps, between which the usability comparison may be conducted assisted with interdisciplinary cooperation such as statistics, education, psychology and computer technology. [ABSTRACT FROM AUTHOR]

With the rapid development of information technologies, video-mediated learning has been widely used in education and studied in academia. Whether and how a teacher should be present in a video has drawn the attention of researchers. Via a mixed design involving two teaching experiments and a semi-structured interview, this study concluded that videos with teacher presence could significantly improve academic achievements and increase intrinsic cognitive loads compared with those without teacher presence and that videos with teachers' intermittent presence could significantly improve academic achievements and increase intrinsic cognitive loads compared with those with continuous teachers' presence. Future research could explore intrinsic cognitive loads and academic achievements in video-mediated learning via multimodal and interdisciplinary methods. [ABSTRACT FROM AUTHOR]

Currently, the application of educational games is becoming a hot topic, but the application of educational games in college English learning is scarcely explored. To explore the integration of educational games into the college English teaching and learning process, this study adopted a rapid evidence evaluation review (Yu et al. 2020). Since the literature review is an important approach in qualitative sampling techniques, we have conducted a review to identify and synthesize the literature. It analyzed high-quality journal articles published internationally and nationally. We found that educational games were effective in enhancing students' college English proficiency and learning attitudes. Meanwhile, playful experiences created by educational games could decrease cognitive loads in college English learning. This research provided some support for further implementation of educational games in the college English teaching and learning process. [ABSTRACT FROM AUTHOR]

Although the flipped class has been hotly discussed, the clicker-aided flipped EFL class (CFEC) still remains a mystery for most scholars. This study aims to determine the correlations between the initial EFL proficiency and other variables of the clicker-aided EFL flipped class. The sample was made up of randomly selected 79 participants (Female =38; male =41), who received the clicker-aided EFL flipped class for one academic semester. It is found that there is a significantly positive relationship between the initial and the final EFL proficiency, motivation levels and cultural awareness in CFEC, whereas there is a negative relationship between initial EFL proficiency and cognitive loads in CFEC. The initial EFL proficiency is therefore an essential factor to influence the effectiveness of the flipped class. Future studies may consider this when exploring the educational technology aided flipped class. [ABSTRACT FROM AUTHOR]

Studies on gender differences in mobile English learning are in their initial stages. College English IV, designed by a number of professors and engineers in a university in China, serves as a mobile English learning platform. This study aims to determine gender differences in cognitive loads, attitudes, and academic achievements in English language learning assisted with this mobile English learning platform. Through a mixed research design, 79 randomly selected participants join the research, together with interviews and posts to collect qualitative data. Cognitive loads, attitudes, and academic achievements are measured through related scales to collect quantitative data. It is concluded that there are significant gender differences in cognitive loads, attitudes, and academic achievements in English language learning assisted with the mobile learning platform. Future research on gender differences in mobile English learning should also examine relationships between gender differences, learner motivation, achievement goals, and learning outcomes. [ABSTRACT FROM AUTHOR]