The benefits of socioemotional learning strategies and video formats for older digital immigrants learning a novel smartphone application.

The need to continually learn and adjust to new technology can be an arduous demand, particularly for older adults who did not grow up with digital technology ("older digital immigrants" or ODIs). This study tests the efficacy of socioemotional learning strategies (i.e., encoding information in a socially- or emotionally-meaningful way) for ODIs learning a new software application from an instructional video (Experiment 1) or a written manual (Experiment 2). An experiment-by-condition effect was identified, where memory was greatest for participants engaging socioemotional learning strategies while learning from a video, suggesting a synergistic effect of these manipulations. These findings serve as a first step toward identifying and implementing an optimal learning context for ODIs to learn new technologies in everyday life.

Which learning techniques supported by cognitive research do students use at secondary school? Prevalence and associations with students' beliefs and achievement.

Research in cognitive science has highlighted the effectiveness of several learning techniques, and a number of studies have analyzed their prevalence among university students and their relationship with academic achievement. In this study, we surveyed a large, heterogeneous sample of secondary school students to reveal how often they use research-supported techniques in comparison with other frequent techniques, and we analyzed the association between their study strategies and school achievement. We also assessed the associations between study techniques and several students' beliefs and attitudes toward learning (self-efficacy, goal orientation, control beliefs, growth mindset, and examination anxiety). Results showed that, except for distributed practice, only those techniques that are supported by previous research yielded an association with achievement, and they exhibited higher associations with self-efficacy, growth mindset, control beliefs, and learning goal orientation than non-supported techniques.

Gender differences in learning and study strategies impact medical students' preclinical and USMLE step 1 examination performance.

BACKGROUND: Evaluation of students' learning strategies can enhance academic support. Few studies have investigated differences in learning strategies between male and female students as well as their impact on United States Medical Licensing Examination® (USMLE) Step 1 and preclinical performance. METHODS: The Learning and Study Strategies Inventory (LASSI) was administered to the classes of 2019-2024 (female (n = 350) and male (n = 262)). Students' performance on preclinical first-year (M1) courses, preclinical second-year (M2) courses, and USMLE Step 1 was recorded. An independent t-test evaluated differences between females and males on each LASSI scale. A Pearson product moment correlation determined which LASSI scales correlated with preclinical performance and USMLE Step 1 examinations. RESULTS: Of the 10 LASSI scales, Anxiety, Attention, Information Processing, Selecting Main Idea, Test Strategies and Using Academic Resources showed significant differences between genders. Females reported higher levels of Anxiety (p < 0.001), which significantly influenced their performance. While males and females scored similarly in Concentration, Motivation, and Time Management, these scales were significant predictors of performance variation in females. Test Strategies was the largest contributor to performance variation for all students, regardless of gender. CONCLUSION: Gender differences in learning influence performance on STEP1. Consideration of this study's results will allow for targeted interventions for academic success.

Identification of CFH and FHL2 as biomarkers for idiopathic pulmonary fibrosis.

Background: Idiopathic pulmonary fibrosis (IPF) is a fatal disease of unknown etiology with a poor prognosis, characterized by a lack of effective diagnostic and therapeutic interventions. The role of immunity in the pathogenesis of IPF is significant, yet remains inadequately understood. This study aimed to identify potential key genes in IPF and their relationship with immune cells by integrated bioinformatics analysis and verify by in vivo and in vitro experiments. Methods: Gene microarray data were obtained from the Gene Expression Omnibus (GEO) for differential expression analysis. The differentially expressed genes (DEGs) were identified and subjected to functional enrichment analysis. By utilizing a combination of three machine learning algorithms, specific genes associated with idiopathic pulmonary fibrosis (IPF) were pinpointed. Then their diagnostic significance and potential co-regulators were elucidated. We further analyzed the correlation between key genes and immune infiltrating cells via single-sample gene set enrichment analysis (ssGSEA). Subsequently, a single-cell RNA sequencing data (scRNA-seq) was used to explore which cell types expressed key genes in IPF samples. Finally, a series of in vivo and in vitro experiments were conducted to validate the expression of candidate genes by western blot (WB), quantitative real-time PCR (qRT-PCR), and immunohistochemistry (IHC) analysis. Results: A total of 647 DEGs of IPF were identified based on two datasets, including 225 downregulated genes and 422 upregulated genes. They are closely related to biological functions such as cell migration, structural organization, immune cell chemotaxis, and extracellular matrix. CFH and FHL2 were identified as key genes with diagnostic accuracy for IPF by three machine learning algorithms. Analysis using ssGSEA revealed a significant association of both CFH and FHL2 with diverse immune cells, such as B cells and NK cells. Further scRNA-seq analysis indicated CFH and FHL2 were specifically upregulated in human IPF tissues, which was confirmed by in vitro and in vivo experiments. Conclusion: In this study, CFH and FHL2 have been identified as novel potential biomarkers for IPF, with potential diagnostic utility in future clinical applications. Subsequent investigations into the functions of these genes in IPF and their interactions with immune cells may enhance comprehension of the disease's pathogenesis and facilitate the identification of therapeutic targets.

On Chinese learning strategies of learners from Central Asian countries: an analysis of gender, age, and learning duration effects.

This research focuses on the Chinese learning strategies employed by learners from Central Asian countries, specifically examining the effects of gender, age, and learning duration. The study aims to identify and analyze the demographic factors that influence the learning approaches of these learners, providing insights for more effective teaching and learning of Chinese as a foreign language. Data are collected through questionnaires and interviews, and statistical analysis is conducted to explore the correlations between gender, age, learning duration, and learning strategies. The learning strategy model adopted in this study provides a comprehensive classification of language learning strategies. The results underscore the significance of incorporating these factors into language education programs, providing valuable insights into the unique needs and challenges encountered by learners from Central Asian countries. The findings indicate that students from Central Asian countries predominantly utilize social strategies, metacognitive strategies, and affective strategies in their Chinese language learning. These are followed by compensatory strategies, cognitive strategies, and memory strategies. While gender does not exert a significant impact on the utilization of Chinese learning strategies, there are discernible variations in memory and affective strategies between males and females. Age does not significantly affect overall learning strategies, but there are notable disparities in compensatory strategies among different age groups. Learning duration has a significant effect on compensation and metacognitive strategies. The correlation between learning duration and overall strategies is significant indicating that learners with different learning durations exhibit notable differences in compensation and metacognitive strategies.

A 10-Step Process to Align Problem-Based Learning With Accreditation Expectations for Self-Directed and Lifelong Learning.

OBJECTIVE: Self-directed and lifelong learning (SDLL) skills are essential skillsets in both undergraduate and graduate medical education (UME and GME). Hence, medical schools' accreditation bodies emphasize the requirements to acquire these skills in their accreditation standards. For example, in the United States, the Liaison Committee on Medical Education (LCME) clearly defines the components of the SDLL process in Element 6.3 of Accreditation Standard Six. Among the active learning pedagogies, problem-based learning (PBL) provides ample learning opportunities where SDLL skills are effectively applied. The aim of this article is to streamline the process of developing, delivering, and evaluating PBL sessions in line with the SDLL accreditation requirements through a 10-step design and implementation process. METHODS: Our 10-step process, detailed in the article, starts with developing learning objectives that inform the content of the PBL case and the required embedded learning triggers. The process carefully addresses the components of the SDLL process and other aspects of the accreditation needs within the framework of PBL. The approach to implementation, feedback, assessment, and evaluation is explicitly described to meet the regulatory expectations. DISCUSSION: In addition to the essential role in UME and GME, SDLL skills are vital requisites for continuing medical education of all physicians. Instilling this skillset early in medical students helps to cultivate their ability to apply these skills in their future professional roles. Using accreditation standards as a foundation for creating learning experiences, for example, PBL, requires careful content development and sequencing. Such a process needs explicit standardized steps that should not only be feasible, but also transferable for usage by different medical schools. CONCLUSION: Our streamlined 10-step process of designing and delivering an SDLL-oriented PBL experience can easily be adopted by other medical schools to address the SDLL skills acquisition as well as meeting the accreditation requirements.

Exploring success factors and relationships in virtual learning using ISM and fuzzy MICMAC analysis.

The COVID-19 pandemic's consequences have led to a global change in educational settings towards online learning. The utilization of virtual learning (VL) has increased significantly. This study aimed to extract the success factors of VL and also examine the relationships among them. The research method involves examining factors identified in the literature review and seeking confirmation from experts using the Content Validity Index (CVI) method. Ten success factors are extracted and confirmed, including Technological, Management, Learning Capability, Pedagogical, Ethical, Resource Support, Interface Design, Evaluation, Institutional, and Study Environment. Based on the Interpretive Structural Model (ISM) method and the fuzzy matrix of cross-impact multiplications applied to classification (MICMAC), which divides the factors into five levels, the relationship between these factors is examined. Level I emphasizes the importance of evaluation mechanisms. Level II stresses integrating pedagogical, ethical, resource support, and institutional aspects. Level III highlights the alignment of learner capabilities with platform interfaces. Level IV underscores the significance of the learning environment. Lastly, Level V emphasizes the interplay between technology and management in VL's expansion. The findings of this study can be developed and customized through collaboration among instructors, learners, and institutions. Moreover, the findings from correlating success factors can be applied in practical learning experiments or utilized to develop efficient modeling manuals.

Perceptions and use of evidence-based revision methods among undergraduate medical students.

Objective: To assess awareness, perceptions and use related to evidence-based revision methods by undergraduate medical students. METHODS: The descriptive cross-sectional study was conducted in three medical colleges of Rawalpindi, Islamabad, Pakistan, from December 01, 2019, to January 31, 2020, after approval from the ethics review committee of Army Medical College, Rawalpindi. The sample comprised undergraduate medical students of either gender. Data was collected online using a 10-item standardised questionnaire. Students were asked about the revision methods they used routinely and their perceptions of conventional and evidence-based revision methods. Data was analysed using SPSS 23. RESULTS: Of the total 136 respondents, 92(67%) were females and 44(32.3%) were male students. The response from preclinical and clinical years was 67 (50.7%) and 69(49.2%), respectively. Highlighting was the most widely used revision method among students (70 (51%) students), followed by re-reading important points (65 (47.7%) students). 126 (92%) students had the opinion that conventional revision methods were effective learning tools. Only 52 (38.2%) students were aware of the term 'evidence-based revision methods'. Digital tools based on principles of evidence-based revision were used by a minority of students which included use of online question banks by 21 (15.4%) students, osmosis by 40 (29.4%) students, sketchy pharma by 35 (25%)students, flashcards by 19 (14%) and picmonic by only 3 (2.2%). More than 114 (80%) students responded that they wanted evidence-based revision methods to be incorporated into curriculum, and 116 (85%) students said they would like to have a workshop on these techniques. Conclusion: Most medical students were not aware of and were not using evidence-based revision methods, and relied on conventional revision tools. They were, however, eager to learn about newer revision strategies.

Intelligent recommendation system for College English courses based on graph convolutional networks.

With the rapid development of international communication, the number of English courses has shown an explosive growth trend, which has caused a serious problem of information overload, resulting in poor teaching performance of recommended English courses. To solve this problem, this paper proposes a graph convolutional neural network model based on College English course texts, students' major, English foundation and network structure characteristics. First, by analyzing the relevant data of College English courses and combining with graph neural network, an English course recommendation algorithm model based on the College English learning strategy of proximity comparison is proposed. Then, the College English texts are taken as feature input, and multi-layer graph convolutional neural network is used to process the above graph neural network structure. Attention mechanism is introduced to enhance the representation of graph features in College English skills. Finally, multi-layer attention model is used to process the courses that users have learned, and intelligent course recommendation is made by combining the multi-layer attention modeling of College English skills. The experimental data show that the proposed method achieves the best performance compared with the commonly used College English course recommendation method.

Notetaking among nursing students.

INTRODUCTION: The purpose of this review was to determine the current state of the literature for notetaking among nursing students and identify implications for future nursing education and research. Notetaking is frequently used by college students and is a proven learning strategy. There has been less research for notetaking among nursing students than students in other disciplines. CONTENT: This narrative review was completed using the method described by Ferrari. Seven electronic databases were searched from 2018 to 2023 using the terms notetaking, students, and nursing. SUMMARY: Seven of 65 articles were included in this review. Upon analysis, three categories of research findings were identified: learning style, notetaking skill, and notetaking and technology. OUTLOOK: Nursing faculty should be aware of learning styles, notetaking strategies, and notetaking skill when designing assignments and course content for students. Future research should be done on this population to strengthen the findings of current literature.

Serious games to assess students.

This paper describes experiments where students were assessed using the Serious Games (SGs) they created. The first experiment is with students attending our "Business Games" module for the master's degree in "Innovation" at the Tunis Engineering School. The second experiment involved students enrolled in our "Introduction to Data Science" module of the master's degree in "Data Sciences" at the High Institute of Management of Tunis. We requested each section's students to design a game related to the covered module. Through innovative assessment practices, we hope to motivate students. We aimed to confirm that creating games reinforced students' mastery of the module content. At the end of the semester, students presented their games, and some of them are described here. The results of the questionnaire filled out by the students at the end of these experiments revealed that, despite their different profiles, they appreciated these experiments and their influence on mastering the modules' contents. This article introduces the SG and its use in assessment. It also discusses the importance of creating serious games by the learner and how it affects learning. Even though some students mentioned that creating their games took more time than studying for a traditional exam, they believed the experiment as a whole was positive and enjoyed the innovation. Therefore, to construct the game, students reviewed the content of the module more than once. Additionally, students asked for the experiment to continue and expand to additional modules the following year.

Pre-class mode "flipped" again: Making videos instead of just watching them.

"Flipped classroom" has subverted the traditional classroom teaching model and is believed to have a positive impact on knowledge acquisition and skill training for higher education students. The pre-class learning phase is considered a key factor in the success of flipped classrooms. However, currently, the pre-class learning phase of flipped classrooms mainly relies on video watching, which makes students passive receivers. Teachers need to invest a lot of time and resources in developing online videos, which greatly increases students' learning time and tasks. This also hinders the promotion of this teaching model. This study designs a pre-active learning strategy based on student participation in video production and a flipped classroom teaching model, and uses questionnaire surveys and interviews to observe students' reactions, explore its impact on students' satisfaction, and empirically analyze the path it affects students' satisfaction. We found that in the pre-class phase, the greater the ease of use and usefulness perceived by students in video production, the higher the students' satisfaction. Perceived enjoyment and perceived value are important intermediary paths. In addition, based on the research results, this study proposes suggestions for a flipped classroom teaching model based on video production. The results of this study will provide important references for the pre-class learning phase of flipped classrooms.

A social network analysis of college students' online learning during the epidemic era: A triadic reciprocal determinism perspective.

The way in which college students learn online has dramatically altered due to the COVID-19 pandemic. Using the triadic reciprocal determinism (TRD) theory, this study aimed to identify the key factors influencing college students' online learning experience through sentiment analysis, text mining, and social network analysis (SNA). Macro- and micro-level parsing was conducted on the SNA model, which was divided into core, mantle, and shell layers to determine the most influential factors in the core layer. This study found that learners' personal factors, learning behaviors, and related elements in the online learning environment significantly influenced the learning outcomes of college students enrolled in online courses. Additionally, this study explored the distribution of SNA model elements in the mantle and peripheral shell layers, which also impact the online learning experience of college students. Overall, this study provides a comprehensive overview of the various factors affecting college students' online learning experience, and highlights the importance of considering these factors when designing online learning environments for college students.

Occupational Therapy Students' Evidence-Based Practice Skills as Reported in a Mobile App: Cross-Sectional Study.

BACKGROUND: Evidence-based practice (EBP) is an important aspect of the health care education curriculum. EBP involves following the 5 EBP steps: ask, assess, appraise, apply, and audit. These 5 steps reflect the suggested core competencies covered in teaching and learning programs to support future health care professionals applying EBP. When implementing EBP teaching, assessing outcomes by documenting the student's performance and skills is relevant. This can be done using mobile devices. OBJECTIVE: The aim of this study was to assess occupational therapy students' EBP skills as reported in a mobile app. METHODS: We applied a cross-sectional design. Descriptive statistics were used to present frequencies, percentages, means, and ranges of data regarding EBP skills found in the EBPsteps app. Associations between students' ability to formulate the Population, Intervention, Comparison, and Outcome/Population, Interest, and Context (PICO/PICo) elements and identifying relevant research evidence were analyzed with the chi-square test. RESULTS: Of 4 cohorts with 150 students, 119 (79.3%) students used the app and produced 240 critically appraised topics (CATs) in the app. The EBP steps "ask," "assess," and "appraise" were often correctly performed. The clinical question was formulated correctly in 53.3% (128/240) of the CATs, and students identified research evidence in 81.2% (195/240) of the CATs. Critical appraisal checklists were used in 81.2% (195/240) of the CATs, and most of these checklists were assessed as relevant for the type of research evidence identified (165/195, 84.6%). The least frequently correctly reported steps were "apply" and "audit." In 39.6% (95/240) of the CATs, it was reported that research evidence was applied. Only 61% (58/95) of these CATs described how the research was applied to clinical practice. Evaluation of practice changes was reported in 38.8% (93/240) of the CATs. However, details about practice changes were lacking in all these CATs. A positive association was found between correctly reporting the "population" and "interventions/interest" elements of the PICO/PICo and identifying research evidence (P<.001). CONCLUSIONS: We assessed the students' EBP skills based on how they documented following the EBP steps in the EBPsteps app, and our results showed variations in how well the students mastered the steps. "Apply" and "audit" were the most difficult EBP steps for the students to perform, and this finding has implications and gives directions for further development of the app and educational instruction in EBP. The EBPsteps app is a new and relevant app for students to learn and practice EBP, and it can be used to assess students' EBP skills objectively.

Effectiveness of problem-based learning strategies compared to conventional anatomy teaching approaches.

Objectives: To determine the effectiveness of problem-based learning compared to conventional teaching strategies, and to determine the impact of sub-disciplines of Anatomy on learning outcomes of the subject. METHODS: The cross-sectional, descriptive study was conducted at Bahria University Health Sciences, Karachi, from August to October 2022, and comprised 1st and 2nd year medical students and 1st year dental students of either gender who were being taught by the hybrid method including both conventional and problem-based learning strategies. Data was collected using a questionnaire circulated through Google Forms. It had close-ended questions that were scored on a Likert scale. Anatomy sub-disciplines explored were gross, embryology and histology. Data was analysed using SPSS 23. RESULTS: Of the 251 subjects, 125(49.8%) were males and 126(50.2%) were females. The overall age ranged aged 18- 23 years. There were 115(45.8%) 1st year medical students, 111(44.2%) 2nd year medical students and 25(10%) 1st year dental students. Among 1st year medical students 60(52.17%), among 2nd year medical students 64(57.6%) and among 1st year dental students 14(56%) respondents favoured problem-based learning compared to conventional methodology. Highly significant results were obtained regarding need of topic revision (p<0.001), whether knowledge of conventional teaching method is enough for understanding the clinical scenarios (p=0.017, whether pictures shown during the problem-based learning sessions were enough for understanding anatomy (p=0.035), relevance of questions in oral structured practical examination (p=0.019) and viva (p=0.002). When the participants were asked regarding the anatomy sub-discipline that required revision for comprehensive learning, 72(28.3%) mentioned gross anatomy. CONCLUSIONS: Students considered problem-based learning to be more inducive in enhancing learning compared to conventional teaching.

Mapping the educational Frontier: Unleashing the Potential of artificial intelligence talents through cooperative planning in the Guangdong-Hong Kong-Macao greater bay area.

The Guangdong-Hong Kong-Macao Greater Bay Area (GBA) has become an important hub for technological innovation and economic development in China. With the growing demand for artificial intelligence (AI) and big data technology talents, it is essential to develop educational cooperation within the GBA to develop a talent pool that can meet the changing needs in the region. This paper focuses on the development of dynamic demand for AI talents and proposes a strategic planning framework for educational cooperation in the GBA. We use the research idea of common attributes and key chain clustering-factor association selection-analysis of the driving force and subordination among factors-the key characteristics of AI talents. Using collinear analysis of citations and grounded theory methods, an operational definition of the influencing factors of AI talent literacy characteristics is constructed. Using the Interpretative Structural Modeling(ISM) and MICMAC (Matrice d'Impacts Croises-Multipication Applique A Classement), analyze and identify the driving force and subordination of the influencing factors of key traits of talents, and present the combined effect of multi-level factors of key traits of talents. Combined with the educational differences and complementary advantages in the GBA, five strategies and seven implementation suggestions for the GBA's AI talent education cooperation plan are formulated to establish a collaborative ecosystem that promotes the growth and integration of AI in the GBA.

Medical students' general and radiology-specific motivation: Correlations, stability and associations with learning strategies and ability beliefs.

PURPOSE: This study investigated general and subject-specific motivational beliefs from the perspectives of self-determination theory (i.e. intrinsic, identified, introjected, and extrinsic motivation) and achievement goal theory (i.e. mastery, performance-approach, and -avoidance goal orientation including the respective classroom goal structures), their interrelations, their stability over time, and their associations with desirable outcomes (i.e. deep-level learning strategies, self-concept of ability). It was hypothesized that motivational beliefs are interrelated but demonstrate a distinct correlational pattern depending on whether they were assessed as general or subject-specific motivation. In addition, motivational beliefs were hypothesized to relate to learning strategies and ability beliefs. METHODS: Medical students (n = 146) participated in this longitudinal study with measurement points at the beginning and end of a semester. The questionnaire included established motivational scales to assess motivational beliefs and desirable outcomes. Measurement models were tested using confirmatory factor analyses; correlations of scale means were investigated to assess the nomological network of motivational beliefs. RESULTS: As expected, intrinsic and identified motivation were associated with mastery goal orientation and with desirable outcome variables, such as the use of deep-level learning strategies. General and subject-specific motivation exhibited distinct correlational patterns. Motivation was relatively stable over time. Results did not confirm the factor structure of classroom goal structure. CONCLUSIONS: The study emphasizes the benefit of a subject-specific conceptualization of motivation and the need for a careful adaptation of theoretical constructs from the secondary school context to make them fruitful for the promotion of medical students' motivation. Medical teachers can use established motivational interventions (e.g. using an individual frame of reference for feedback) to support students' adaptive motivational beliefs (e.g. self-determined motivation, mastery goals). Given the subject specificity of motivation, it seems beneficial to promote adaptive motivation in the respective medical specialty regardless of students' general motivational characteristics.

Learning strategies and reading achievement in primary schools: Longitudinal relationship and gender differences.

BACKGROUND: Learning is a self-regulated loop where learning strategies and achievements are interrelated. In reading, although some studies have explored the relationship between different learning strategies (memorization, elaboration and control) and reading achievement, little is known about how they interact over time. Even though the longitudinal relationship was revealed in some studies, most of the evidence was based on the whole population, regardless of gender differences. AIMS: This study was designed to examine the longitudinal relationship between memorization, elaboration, control strategies and reading achievement, as well as the gender difference in the longitudinal relationship. SAMPLE: The sample consisted of 3878 Chinese students (2025 boys, 1853 girls) who were surveyed in Grade 4 and Grade 6. METHODS: A cross-lagged model was conducted to examine the longitudinal relationship between memorization, elaboration, control strategies and reading achievement while controlling for gender, age and parents' educational levels. Multigroup cross-lagged models were conducted to examine gender differences in the longitudinal relationship between these variables. RESULTS: Memorization and elaboration strategies were reciprocally related. Both predicted subsequent control strategies, but not vice versa. Only memorization strategies positively predicted subsequent reading achievement, while prior reading achievement positively predicted the subsequent three strategies. The effects of prior reading achievement on subsequent learning strategies were stronger for boys. CONCLUSIONS: Memorization strategies play a prominent role in promoting deeper strategies and reading achievement in Chinese primary schools, which might relate to culture and developmental stages. Higher achievement or positive feedback from learning results might be motivation for using different strategies, especially for boys.

Gestures as Scaffolding to Learn Vocabulary in a Foreign Language.

This paper investigates the influence of gestures on foreign language (FL) vocabulary learning. In this work, we first address the state of the art in the field and then delve into the research conducted in our lab (three experiments already published) in order to finally offer a unified theoretical interpretation of the role of gestures in FL vocabulary learning. In Experiments 1 and 2, we examined the impact of gestures on noun and verb learning. The results revealed that participants exhibited better learning outcomes when FL words were accompanied by congruent gestures compared to those from the no-gesture condition. Conversely, when meaningless or incongruent gestures were presented alongside new FL words, gestures had a detrimental effect on the learning process. Secondly, we addressed the question of whether or not individuals need to physically perform the gestures themselves to observe the effects of gestures on vocabulary learning (Experiment 3). Results indicated that congruent gestures improved FL word recall when learners only observed the instructor's gestures ("see" group) and when they mimicked them ("do" group). Importantly, the adverse effect associated with incongruent gestures was reduced in the "do" compared to that in the "see" experimental group. These findings suggest that iconic gestures can serve as an effective tool for learning vocabulary in an FL, particularly when the gestures align with the meaning of the words. Furthermore, the active performance of gestures helps counteract the negative effects associated with inconsistencies between gestures and word meanings. Consequently, if a choice must be made, an FL learning strategy in which learners acquire words while making gestures congruent with their meaning would be highly desirable.