Evidence map›Paper›PMID 42228340›Full record

ArticleCognitive processing2026

Influence of accent and learning styles on online animation learning.

Yanli Zhang, Hai Zhang, Yining Wang, Jungang Li, Hanxi Wang

Abstract read
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In one paragraph

Article in Cognitive processing, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
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1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Yanli ZhangSchool of Education Science, Jiamusi University, Jiamusi, 154007, China.
Hai ZhangSchool of Media Science, Northeast Normal University, Changchun, 130117, China.
Yining WangSchool of Media Science, Northeast Normal University, Changchun, 130117, China.
Jungang LiSchool of Education Science, Jiamusi University, Jiamusi, 154007, China.
Hanxi WangSchool of Geographical Sciences, Harbin Normal University, Harbin, 150025, China. wanghx197@nenu.edu.cn.ORCID http://orcid.org/0000-0003-4130-6981

Funding

Basic Scientific Research Business Expenses of Provincial Colleges and Universities in Heilongjiang Province No. 2022-KYYWF-0657High-level Talent Foundation Project of Harbin Normal University No. 1305125132Philosophy and Social Science Research Planning Project of Heilongjiang Province No. 24JYE005Specialized Scientific Research Fund for Doctors of Jiamusi University No. JMSUBZ24-20
6 · The paper itself

Abstract

The influence of the interaction between accent and learning styles on learners' learning is an important issue to be considered in online animation design and application. The objective of this study is to reveal the effects of accent and learning styles on processing fluency, cognitive load, judgments of learning (JOLs), and learning effect. The current study investigated the influence of accent and learning styles on online animation learning, which used a 2 (Mandarin vs. dialect) × 2 (sequential vs. global) experimental design. The results showed that accent and learning styles had significant differences on the processing fluency, JOLs, extraneous cognitive load of online animation learning. The accent and learning styles affected the subjective factors such as processing fluency, cognitive load, and JOLs, but this did not affect the objective learning effect. Global learners and sequential learners had different responses to the accent of online animation. This study provides important reference for the design and application of online learning educational resources represented by animations.

Indexed as

LearningCognitionDigital MediaFemaleHumansJudgmentMaleLearning effectLearning stylesOnline animation learningProcessing fluency

Identifiers

PMID42228340

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.