Should learners use their hands for learning? Results from an eye‐tracking study

Given the widespread use of touch screen devices, the effect of the users' fingers on information processing and learning is of growing interest. The present study drew on cognitive load theory and embodied cognition perspectives to investigate the effects of pointing and tracing gestures on the surface of a multimedia learning instruction. Learning performance, cognitive load and visual attention were examined in a one‐factorial experimental design with the between‐subject factor pointing and tracing gestures. The pointing and tracing group were instructed to use their fingers during the learning phase to make connections between corresponding text and picture information, whereas the control group was instructed not to use their hands for learning. The results showed a beneficial effect of pointing and tracing gestures on learning performance, a significant shift in visual attention and deeper processing of information by the pointing and tracing group, but no effect on subjective ratings of cognitive load. Implications for future research and practice are discussed

Withstanding the test of time: multisensory cues improve the delayed retention of incidental learning

Multisensory tools are commonly employed within educational settings (e.g., Carter & Stephenson, 2012), and there is a growing body of literature advocating the benefits of presenting children with multisensory information over unisensory cues for learning (Baker & Jordan, 2015; Jordan & Baker, 2011). This is even the case when the informative cues are only arbitrarily related (Broadbent, White, Mareschal, & Kirkham, 2017). However, the delayed retention of learning following exposure to multisensory compared to unisensory cues has not been evaluated, and has important implications for the utility of multisensory educational tools. This study examined the retention of incidental categorical learning in five-, seven- and nine-year-olds (N=181) using either unisensory or multisensory cues. Results found significantly greater retention of learning following multisensory cue exposure than with unisensory information when category knowledge was tested following a 24-hour period of delay. No age-related changes were found, suggesting that multisensory information can facilitate the retention of learning across this age range

Mesoscopic model for soft flowing systems with tunable viscosity ratio

We propose a mesoscopic model of binary fluid mixtures with tunable viscosity ratio based on a two-range pseudopotential lattice Boltzmann method, for the simulation of soft flowing systems. In addition to the short-range repulsive interaction between species in the classical single-range model, a competing mechanism between the short-range attractive and midrange repulsive interactions is imposed within each species. Besides extending the range of attainable surface tension as compared with the single-range model, the proposed scheme is also shown to achieve a positive disjoining pressure, independently of the viscosity ratio. The latter property is crucial for many microfluidic applications involving a collection of disperse droplets with a different viscosity from that of the continuum phase. As a preliminary application, the relative effective viscosity of a pressure-driven emulsion in a planar channel is computed