This study investigates how traditional versus modern Chinese ink painting styles in tourism advertisements affect viewers’ visual attention, aesthetic evaluations, and tourism intentions. Using eye-tracking experiments combined with surveys and interviews, the researchers conducted a mixed-design experiment with 80 Chinese college students. Results indicate that traditional ink-style advertisements attracted longer total fixation durations, higher aesthetic evaluations, and stronger cultural resonance in natural landscape contexts, while modern ink-style advertisements captured initial attention more quickly and performed better aesthetically in urban settings. Qualitative analyses further revealed cultural familiarity and aesthetic resonance underpinning preferences for traditional style, whereas modern style mainly attracted attention through novelty and creativity. These findings expand Cultural Schema Theory and the aesthetic processing model within advertising research, suggesting practical strategies for tourism advertising to match visual styles appropriately with destination types and audience characteristics to enhance promotional effectiveness.

Empirical evidence for AI formative assessment combined with gamification remains scarce in subjective aesthetic disciplines. This study examined whether such integration enhances metacognitive regulation in undergraduate color education and whether the effect is conditional on learners’ prior AI credibility belief. A four-arm, four-wave cluster-randomized controlled trial (N = 540, 24 classes, eight cross-allocated teachers) compared gamification with AI feedback, gamification with dose-matched human feedback, gamification only, and traditional instruction; the primary outcome was metacognitive regulation measured 4 weeks post-intervention. Gamification produced a small-to-medium effect over traditional instruction (d = 0.34, p_Holm = 0.015). AI and human feedback did not differ on average (d = 0.07; underpowered). Autoregressive mediation confirmed metacognitive regulation as a longitudinal mediator of intervention effects on motivation and achievement. On an exploratory basis, prior AI credibility belief moderated the AI-versus-human indirect effect on motivation (p_Holm = 0.034) but not achievement (p_Holm = 0.054), with higher-belief learners benefiting; given the limited power of the AI-versus-human comparison, this conditional pattern is reported as a tentative finding rather than as confirmatory evidence. These findings extend self-determination theory and the self-regulated learning framework to aesthetic education and provide preliminary support for the deployment of prior-trust-aware AI feedback, pending replication.