## 2 Materials and Methods
### Instruments
\begin{table}
\begin{tabular}{p{56.9 pt} p{113.8 pt} p{113.8 pt} p{113.8 pt}} \hline \hline
**Metrics** & **Meaning** & **Measurement Indicator** & **Cognitive and Metacognitive Significance** \\ \hline \multirow{4}{*}{Saccade direction} & The angle of the straight line between the preceding fixation and succeeding fixation. This can only apply to whole saccades & degrees & This refers to the direction in the lab space in which the saccades are directed \\ \hline \multirow{4}{*}{Saccade average velocity} & The average velocity across all samples belonging to the saccades, even outside the interval & & This involves the transition from one stimulus to another. In this study, it is within the lab. It refers to the speed of information processing, and this depends on prior knowledge and an understanding of the information \\ \hline \multirow{4}{*}{Saccade peak velocity} & The maximum velocity across all samples belonging to the saccade, even outside the interval & degrees/second & This refers to the peak maximum velocity of the saccade in the stimulus display \\ \hline \multirow{4}{*}{Saccade amplitude} & The amplitude for whole saccades & degrees & The amplitude of the saccade refers to the participants’ cognitive effort \\ \hline \multirow{4}{*}{GSR amplitude} & The average galvanic skin response (GSR) signal, after filtering, for each time of interest, with averages, medians and counts for each participant & microsiemens & The amplitude of the GSR is related to the learner’s interest. Higher scores indicate a higher cognitive load and a higher level of activation \\ \hline \multirow{4}{*}{SCR count} & The number of skin conductance responses, for each interval in the time of interest with averages, medians, counts, variances and standard deviations (n \(-\) 1) & \\ \hline \hline \end{tabular}
\end{table} 
Table 2: _Cont._Figure 1). The student avatar also asks the teacher questions (see scene F in Figure 1). The teacher's answers follow a metacognitive dialogue that uses guiding, planning and evaluation questions (see scene G in Figure 1). Finally, the teacher avatar gives the student watching the video a comprehension task about resolving the clinical history they have been watching. The student has to arrange the answer options (see scene H in Figure 1). The answers given by the learner may be wrong, in which case a message appears telling the learner to try again (see scene I in Figure 1). The student then tries again, and if the solution is correct, they obtain feedback on the correct answer (see scene J in Figure 1). In Appendix A, each of the figures is shown separately to enlarge the display (A = Figure A1; B = Figure A2; C = Figure A3; D = Figure A4; E = Figure A5; F = Figure A6; G = Figure A7; H = Figure A8; I = Figure A9; J = Figure A10). Also, this laboratory is freely accessible after logging into the project's Virtual Classroom [[https://www2.ubu.es/eearlycare_t/en/project](https://www2.ubu.es/eearlycare_t/en/project)]([https://www2.ubu.es/eearlycare_t/en/project](https://www2.ubu.es/eearlycare_t/en/project)) (accessed on 7 August 2024). 4. Learning outcomes. A project-based learning methodology was used with both groups of students. The students were voluntarily split into small groups of 3 to 5 students, and throughout the semester, they had to solve a practical case (project) related to the therapeutic intervention in a clinical case. During the final week of the semester, the students had to present their proposed solution to the class group. Students were also required to take a test to check the conceptual content of the subject, which they had to complete individually. The test consisted of 30 multiple-choice questions with four answer options, only one of which was correct. The marks for the three tests were given on a scale of 0 to 10, with 0 being the minimum and 10 the maximum. Both groups were taught by the same teacher to avoid the effects of the teacher type variable. 5. Questionnaire for students' perceived satisfaction during the learning process.