Exploring the interplay of information relevance and colorfulness in multimedia learning.

Introduction: Looking at recent developments in multimedia learning research, the interaction between cognitive and affective processes is examined more extensively. Based on the emotional design hypothesis, for example, using colors, in contrast to black and white representations, for designing learning materials can elicit positive emotions, guide attention, increase motivation, and foster learning. The attention-guiding effect of colors might not be beneficial when used in learning-irrelevant, decorative pictures.

Negative pressure wound therapy in the management of postoperative spinal wound infections: a systematic review.

Introduction: Postoperative wound infection after spinal surgery might be a challenge to manage. A wide range of procedures have been described for managing infected spinal wounds. An increasingly common procedure in the management of surgical site infections (SSI) is negative pressure wound therapy (NPWT), also known as vacuum-assisted closure.

Successful learning with whiteboard animations - A question of their procedural character or narrative embedding?

Although whiteboard animations are increasingly used for educational purposes, there is little empirical evidence as to why such animations can enhance learning. To specify essential elements, their dynamic visual presentation, as well as their narrative embedding, were found to be theortically important. In a first Experiment ( = 133) with a 2 (presentation mode: static pictures vs.

The influence of the order and congruency of correct and erroneous worked examples on learning and (meta-)cognitive load.

Several studies highlight the importance of the order of different instructional methods when designing learning environments. Correct but also erroneous worked examples are frequently used methods to foster students' learning performance, especially in problem-solving. However, so far no study examined how the order of these example types affects learning.

How the design and complexity of concept maps influence cognitive learning processes.

Concept maps are assumed to enhance learning as their inherent structure makes relations between information more salient. Nevertheless, research on how to design concept maps as conducive to learning as possible is still rare. In particular, the salience of spatial arrangement of thematically related concepts within the map as well as the complexity of the map were found to be central design elements that influence learning.

Polymorphism of CD14 Gene Is Associated with Adverse Outcome among Patients Suffering from Cardiovascular Disease.

Background: The biological link between severe periodontitis and cardiovascular disease is well established. Both complex inflammatory diseases are influenced by genetic background. Therefore, the impact of genetic variations of receptors of the innate immune system-(Toll-like receptors (TLRs)) TLR2, TLR4, cluster of differentiation 14 (CD14), and the transcription factor nuclear factor- (NF-B)-was investigated.

The Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE).

For a long time, research on individuals learning in digital environments was primarily based on cognitive-oriented theories. This paper aims at providing evidence that social processes affect individual learning with digital materials. Based on these theories and empirical results, a social-processes-augmented theory is suggested: the Cognitive-Affective-Social Theory of Learning in digital Environments (CASTLE).

The effect of signaling in dependence on the extraneous cognitive load in learning environments.

Text-based learning media are often used in primary, secondary and university education. Therefore, text designers can support the learner by highlighting the most relevant information by using visual cues. Despite this signaling effect's broad empirical basis, the extent to which the effectiveness of educational signals is dependent on moderator variables, like the design and layout of the text has not been investigated to date.

Higher risk of adjacent segment degeneration after floating fusions: long-term outcome after low lumbar spine fusions.

Study Design: We report the long-term outcome after mono-segmental and bisegmental fusions at the lumbar L4-S1 region of the spine.

Objective: Long-term clinical and radiologic outcome measures were used to determine a lumbar fusion's contribution to degenerative changes in adjacent motion segments (ASD).

Summary Of Background Data: The role of low lumbar spinal fusions and their long-term contribution to accelerated degenerative changes in the adjacent motion segments continues to be a subject of controversy.

Charité total disc replacement--clinical and radiographical results after an average follow-up of 17 years.

A retrospective clinical-radiological study to evaluate the long-term outcome after artificial disc replacement was performed. The objective is to investigate long-term results after implantation of a modular type artificial disc prosthesis in patients with degenerative disc disease (DDD). Total disc replacement (TDR) is a surgical procedure intended to save segmental spinal function, and thus replace spondylodesis.

The surgical treatment of the lumbar disc prolapse: nucleotomy with additional transpedicular dynamic stabilization versus nucleotomy alone.

Study Design: Clinical and radiologic study evaluating the outcome after nucleotomy with dynamic stabilization compared with nucleotomy alone.

Objectives: To investigate the effect of dynamic stabilization on the progression of segmental degeneration after nucleotomy.

Summary Of Background Data: Nucleotomy as treatment for lumbar disc prolapse in combination with initial segment degeneration may lead to segmental instability.