Using Gaze Behavior to Measure Cognitive Load

2018 ◽  
pp. 73-83 ◽  
Author(s):  
Lisa Perkhofer ◽  
Othmar Lehner
Keyword(s):  
Cognitive Load ◽  
Gaze Behavior

scholarly journals Eye movement planning on Single-Sensor-Single-Indicator displays is vulnerable to user anxiety and cognitive load

2017 ◽  
Vol 10 (5) ◽  
Author(s):  
Jonathan Allsop ◽  
Rob Gray ◽  
Heinrich Bülthoff ◽  
Lewis Chuang
Keyword(s):  
Cognitive Load ◽  
Task Performance ◽  
Eye Movement ◽  
Movement Planning ◽  
Data Visualisation ◽  
Gaze Behavior ◽  
Single Indicator ◽  
Single Sensor ◽  
Indicator Data ◽  
Back Task

In this study, we demonstrate the effects of anxiety and cognitive load on eye movement planning in an instrument flight task adhering to a single-sensor-single-indicator data visualisation design philosophy. The task was performed in neutral and anxiety conditions, while a low or high cognitive load, auditory n-back task was also performed. Cognitive load led to a reduction in the number of transitions between instruments, and impaired task performance. Changes in self-reported anxiety between the neutral and anxiety conditions positively correlated with changes in the randomness of eye movements between instruments, but only when cognitive load was high. Taken together, the results suggest that both cognitive load and anxiety impact gaze behavior, and that these effects should be explored when designing data visualization displays.

Evaluation of Imminent Take-Over Requests With Real Automation on a Test Track

2021 ◽  
pp. 001872082110514
Author(s):  
Philipp Wintersberger ◽  
Clemens Schartmüller ◽  
Shadan Shadeghian-Borojeni ◽  
Anna-Katharina Frison ◽  
Andreas Riener
Keyword(s):  
Cognitive Load ◽  
Situation Awareness ◽  
Reaction Times ◽  
Gaze Behavior ◽  
Automated Driving ◽  
Test Track ◽  
Handheld Device ◽  
Critical Transitions ◽  
Real Risk ◽  
Task Modality

Objective Investigating take-over, driving, non-driving related task (NDRT) performance, and trust of conditionally automated vehicles (AVs) in critical transitions on a test track. Background Most experimental results addressing driver take-over were obtained in simulators. The presented experiment aimed at validating relevant findings while uncovering potential effects of motion cues and real risk. Method Twenty-two participants responded to four critical transitions on a test track. Non-driving related task modality (reading on a handheld device vs. auditory) and take-over timing (cognitive load) were varied on two levels. We evaluated take-over and NDRT performance as well as gaze behavior. Further, trust and workload were assessed with scales and interviews. Results Reaction times were significantly faster than in simulator studies. Further, reaction times were only barely affected by varying visual, physical, or cognitive load. Post-take-over control was significantly degraded with the handheld device. Experiencing the system reduced participants’ distrust, and distrusting participants monitored the system longer and more frequently. NDRTs on a handheld device resulted in more safety-critical situations. Conclusion The results confirm that take-over performance is mainly influenced by visual-cognitive load, while physical load did not significantly affect responses. Future take-over request (TOR) studies may investigate situation awareness and post-take-over control rather than reaction times only. Trust and distrust can be considered as different dimensions in AV research. Application Conditionally AVs should offer dedicated interfaces for NDRTs to provide an alternative to using nomadic devices. These interfaces should be designed in a way to maintain drivers’ situation awareness. Précis This paper presents a test track experiment addressing conditionally automated driving systems. Twenty-two participants responded to critical TORs, where we varied NDRT modality and take-over timing. In addition, we assessed trust and workload with standardized scales and interviews.

scholarly journals Quiet Eye and Computerized Precision Tasks in First-Person Shooter Perspective Esport Games

2021 ◽  
Vol 12 ◽  
Author(s):  
Mats Dahl ◽  
Mårten Tryding ◽  
Alexander Heckler ◽  
Marcus Nyström
Keyword(s):  
Cognitive Load ◽  
Common Finding ◽  
Critical Event ◽  
Eye Tracker ◽  
Gaze Behavior ◽  
The Gaze ◽  
Quiet Eye ◽  
Mouse Movements ◽  
First Person Shooter

The gaze behavior in sports and other applied settings has been studied for more than 20 years. A common finding is related to the “quiet eye” (QE), predicting that the duration of the last fixation before a critical event is associated with higher performance. Unlike previous studies conducted in applied settings with mobile eye trackers, we investigate the QE in a context similar to esport, in which participants click the mouse to hit targets presented on a computer screen under different levels of cognitive load. Simultaneously, eye and mouse movements were tracked using a high-end remote eye tracker at 300 Hz. Consistent with previous studies, we found that longer QE fixations were associated with higher performance. Increasing the cognitive load delayed the onset of the QE fixation, but had no significant influence on the QE duration. We discuss the implications of our results in the context of how the QE is defined, the quality of the eye-tracker data, and the type of analysis applied to QE data.

Cognitive Load Affects Speech Motor Performance Differently in Older and Younger Adults

2019 ◽  
Vol 62 (5) ◽  
pp. 1258-1277 ◽  
Author(s):  
Megan K. MacPherson
Keyword(s):  
Older Adults ◽  
Cognitive Load ◽  
Motor Performance ◽  
Age Groups ◽  
Incongruent Condition ◽  
Sentence Production ◽  
Movement Duration ◽  
Production Task ◽  
Younger Adults ◽  
Speech Motor

PurposeThe aim of this study was to determine the impact of cognitive load imposed by a speech production task on the speech motor performance of healthy older and younger adults. Response inhibition, selective attention, and working memory were the primary cognitive processes of interest.MethodTwelve healthy older and 12 healthy younger adults produced multiple repetitions of 4 sentences containing an embedded Stroop task in 2 cognitive load conditions: congruent and incongruent. The incongruent condition, which required participants to suppress orthographic information to say the font colors in which color words were written, represented an increase in cognitive load relative to the congruent condition in which word text and font color matched. Kinematic measures of articulatory coordination variability and movement duration as well as a behavioral measure of sentence production accuracy were compared between groups and conditions and across 3 sentence segments (pre-, during-, and post-Stroop).ResultsIncreased cognitive load in the incongruent condition was associated with increased articulatory coordination variability and movement duration, compared to the congruent Stroop condition, for both age groups. Overall, the effect of increased cognitive load was greater for older adults than younger adults and was greatest in the portion of the sentence in which cognitive load was manipulated (during-Stroop), followed by the pre-Stroop segment. Sentence production accuracy was reduced for older adults in the incongruent condition.ConclusionsIncreased cognitive load involving response inhibition, selective attention, and working memory processes within a speech production task disrupted both the stability and timing with which speech was produced by both age groups. Older adults' speech motor performance may have been more affected due to age-related changes in cognitive and motoric functions that result in altered motor cognition.

Cognitive Load beim Lernen aus Lösungsbeispielen

2003 ◽  
Vol 17 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Alexander Renkl ◽  
Hans Gruber ◽  
Sandra Weber ◽  
Thomas Lerche ◽  
Karl Schweizer
Keyword(s):  
Cognitive Load ◽  
Dual Task

Zusammenfassung: Die Effektivität des Lernens aus Lösungsbeispielen im Vergleich zum Lernen durch Problemlösen wird derzeit mit der Cognitive Load-Theorie erklärt: Beim Lernen aus Lösungsbeispielen wird das Arbeitsgedächtnis weniger belastet, daher bleibt mehr Raum für Lern- und Verstehensprozesse. Um diese These direkt experimentell zu überprüfen, wurde das dual task-Paradigma eingesetzt. 80 Studierende der Geistes- und Sozialwissenschaften wurden auf die Zellen eines 2 × 2-faktoriellen Designs (Faktor 1: Lernen aus Lösungsbeispielen vs. Lernen durch Problemlösen; Faktor 2: mit vs. ohne Zweitaufgabe) verteilt. Der Lernstoff war Wahrscheinlichkeitsrechnung. Der Lernerfolg wurde mit einem Nachtest erfasst. Das Befundmuster hinsichtlich des Lernerfolgs und der Reaktionszeiten auf eine Zweitaufgabe in den vier experimentellen Gruppen stimmte mit den aus der Cognitive-Load-Theorie abgeleiteten Hypothesen überein.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

Assessment of Cognitive Load in Multimedia Learning Using Dual-Task Methodology

2002 ◽  
Vol 49 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Roland Brünken ◽  
Susan Steinbacher ◽  
Jan L. Plass ◽  
Detlev Leutner
Keyword(s):  
Cognitive Load ◽  
Dual Task ◽  
Cognitive Load Theory ◽  
Multimedia Learning ◽  
Learning Systems ◽  
Learning Materials ◽  
New Approach ◽  
Direct Assessment ◽  
Load Theory ◽  
Audiovisual Presentation

Abstract. In two pilot experiments, a new approach for the direct assessment of cognitive load during multimedia learning was tested that uses dual-task methodology. Using this approach, we obtained the same pattern of cognitive load as predicted by cognitive load theory when applied to multimedia learning: The audiovisual presentation of text-based and picture-based learning materials induced less cognitive load than the visual-only presentation of the same material. The findings confirm the utility of dual-task methodology as a promising approach for the assessment of cognitive load induced by complex multimedia learning systems.

Cognitive Load Mediates the Effect of Emotion on Analytical Thinking

2016 ◽  
Vol 63 (6) ◽  
pp. 343-350 ◽  
Author(s):  
Bastien Trémolière ◽  
Marie-Ève Gagnon ◽  
Isabelle Blanchette
Keyword(s):  
Cognitive Load ◽  
Secondary Task ◽  
Deleterious Effect ◽  
Detrimental Effect ◽  
Emotional Problems ◽  
Syllogistic Reasoning ◽  
Cognitive Resources ◽  
Potential Explanation ◽  
Cognitive Mechanism ◽  
Analytical Thinking

Abstract. Although the detrimental effect of emotion on reasoning has been evidenced many times, the cognitive mechanism underlying this effect remains unclear. In the present paper, we explore the cognitive load hypothesis as a potential explanation. In an experiment, participants solved syllogistic reasoning problems with either neutral or emotional contents. Participants were also presented with a secondary task, for which the difficult version requires the mobilization of cognitive resources to be correctly solved. Participants performed overall worse and took longer on emotional problems than on neutral problems. Performance on the secondary task, in the difficult version, was poorer when participants were reasoning about emotional, compared to neutral contents, consistent with the idea that processing emotion requires more cognitive resources. Taken together, the findings afford evidence that the deleterious effect of emotion on reasoning is mediated by cognitive load.

Moral principles and cognitive load

2014 ◽  
Author(s):  
Hanne M. Watkins ◽  
Simon M. Laham
Keyword(s):  
Cognitive Load ◽  
Moral Principles
Sign in / Sign up

Export Citation Format

Share Document