Effect of Multitasking on Simulator Sickness and Performance in 3D Aerodrome Control Training

Background. Air traffic controllers need to use their cognitive resources to cope with multiple tasks while monitoring air traffic. They are trained through advanced 3D simulators; however, they might demonstrate simulator sickness symptoms during this training. The relationship between multitasking and simulator sickness and the influence of different tasks on these variables can be investigated to inform further training practices for an efficient traffic monitoring. Purpose. The purpose of this quasi-experimental research was to explore the influence of different working positions and multitasking scenarios on simulator sickness and performance in 3D Aerodrome Control Training. Method. Thirteen undergraduate students from a civil aviation school participated in a time-series experimental design. Nausea, disorientation and oculomotor disturbances were measured before and after conducting different multitasking scenarios in an aerodrome control simulator. A 20-item simulation performance scale was also used. Performance differences and the relationship between simulator sickness and performance were addressed through parametric tests. Results. Findings revealed that tower-ground positions created higher levels of nausea. Performance scores varied in different scenarios. Simulator sickness was higher in females. Total sickness correlated negatively with performance in all scenarios. Conclusion. Certain tasks have different influences on both simulator sickness and performance. Concurrent multitasking seems to trigger simulator sickness further. The degree of simulator adaptation, test anxiety and physiological measures of the process should be considered in further research.

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Relationship of Attribution, Expectancy, Performance, and Perceived Success to Change in Examination Preparation Strategies

Perceptual and Motor Skills ◽

10.2466/pms.1992.74.3.711 ◽

1992 ◽

Vol 74 (3) ◽

pp. 711-722 ◽

Cited By ~ 1

Author(s):

Theodore A. Chandler ◽

Carl J. Spies

Keyword(s):

Undergraduate Students ◽

Major Purpose ◽

Introductory Sociology ◽

Grade Change ◽

Perceived Success ◽

And Performance ◽

Strategies For Change ◽

Relationship Of ◽

Examination Preparation ◽

The Relationship

The major purpose of this study was to investigate the relationship between change in strategies of preparation for examination and attributions, perceived success, and performance. Prior to each of three examinations in the course, 229 undergraduate students in introductory sociology and psychology were asked their expected score/grade. Change in strategies for preparation was assessed prior to Examinations 2 and 3. Subsequent to all three examinations students were assessed on attribution, satisfaction, and perceived success. Change per se and three of the strategies for change were related to performance, specific attributions, and perceived success.

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The Relationship between Workload and Performance in Air Traffic Control

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1541931213601887 ◽

2017 ◽

Vol 61 (1) ◽

pp. 1609-1613

Author(s):

Tamsyn Edwards ◽

Lynne Martin

Keyword(s):

Traffic Control ◽

Air Traffic Control ◽

Air Traffic ◽

Task Demand ◽

Operator Experience ◽

History Effects ◽

Demand Variation ◽

And Performance ◽

Workload History ◽

The Relationship

In air traffic control, task demand and workload have important implications for the safety and efficiency of air traffic. Task demand is dynamic, however, research on demand transitions and associated controller perception and performance is limited. In addition, there is a comparatively restricted understanding of the influence of task demand transitions on workload and performance, in association with automation. This study used an air traffic control simulation to investigate the influence of task demand transitions and two conditions of varying automation, on workload and efficiency-related performance. Findings showed that both the direction of the task demand variation, and the amount of automation, influenced the relationship between workload and performance. Further research is needed to enhance understanding of demand transition and workload history effects on operator experience and performance, in both air traffic control and other safety-critical domains.

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Online Education: The How, Who, Where, and When

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1541931213601791 ◽

2017 ◽

Vol 61 (1) ◽

pp. 1237-1241 ◽

Cited By ~ 2

Author(s):

Nancy J. Stone

Keyword(s):

Online Education ◽

Undergraduate Students ◽

Time Of Day ◽

Private Space ◽

Online Tutorial ◽

The Subject ◽

And Performance ◽

The Impact ◽

The Relationship ◽

Critical Aspects

Undergraduate students completed an online tutorial to investigate the impact of the method of presentation on performance, the relationship between personality characteristics and performance, and where and when students complete the tutorial. Performance on the posttest was not significantly different whether students reviewed the animated video or recorded PowerPoint presentation, but performance improved in both conditions from the pretest scores. Contrary to expectation, personality was not related to performance on the posttest. Students generally completed the tutorial in a private space such as a bedroom or dorm room and there was no specific time of day when students were more likely to complete the tutorial. These data suggest that the method of presenting the tutorial might be less important than the use of elaborative inquiry to focus the students’ attention onto critical aspects of the material and to have students think critically about the subject matter. In addition, it is possible that the use of elaborative inquiry might reduce the relationship between personality and success in online learning.

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Comparison of structured interactive lecture (SIL) and flipped classroom method (FCM) in learning ophthalmology topics among undergraduate medical students

Journal of Education Technology in Health Sciences ◽

10.18231/j.jeths.2021.019 ◽

2022 ◽

Vol 8 (3) ◽

pp. 93-98

Author(s):

Padma B Prabha ◽

Jyothi P T

Keyword(s):

Undergraduate Students ◽

Flipped Classroom ◽

Undergraduate Medical Students ◽

Significant Difference ◽

Interactive Lectures ◽

Quasi Experimental ◽

Flipped Classrooms ◽

And Performance ◽

Teaching Learning ◽

First Time

Structured interactive lectures (SIL) and Flipped classroom methods (FCM) are newer teaching learning methods which utilise pedagogical way of teaching. This study intends to compare efficacy of both methods in the understanding of ophthalmology topics among undergraduate novice. To compare the effectiveness in learning, conduct of classes and perception of students regarding both methods.: Quasi experimental study. Duration – 6 months. Population- 6 sem students, sample size – 45 in each group. Three topics selected (of varying complexities) and taught by SIL and FCM method. Pretest and posttest were conducted to assess the knowledge acquired. Feedback regarding the conduct of both sessions were taken in Likert’s scale. Perception comparing both techniques were also evaluated. Difference between pretest scores were not significant. Difference between pretest and posttest scores were significant. SIL is better than FCM for undergraduate students posted for the first time in ophthalmology department. The students were enthusiastic with both methods. FCM was prefered by the students for motivation, subject retention, topic simplification and subject interest. The students narratives are discussed. Structured interactive lectures are better for improving knowledge. Flipped classrooms kept students active. A hybrid method maybe more effective. Long term followup is needed to evaluate recall and performance in exams.

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The Use of Rubric: an Opportunity to Promote Thinking and Learning

Humaniora ◽

10.21512/humaniora.v2i1.3053 ◽

2011 ◽

Vol 2 (1) ◽

pp. 445

Author(s):

Agnes Herawati

Keyword(s):

Undergraduate Students ◽

Writing Assignments ◽

Thinking Ability ◽

And Performance ◽

The Impact ◽

The Relationship

Article discusses the ways in which students perceive and use rubrics to support learning in the classroom. To further examine the impact of rubrics on students learning, this study conducted how rubrics gave impact on students learning, as well as whether using rubrics influenced the thinking ability of the students. In this study, 34 undergraduate students were provided rubrics for each of the two writing assignments assigned during the semester. At the end of the second assignment, students were asked about the use of rubrics as well as the relationship between rubric and performance. The students said that using rubrics helped them focus their efforts, produce work on higher quality and get better marks

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Student Perception of Computer Based Testing in Kwara State Nigeria

International Journal of Web-Based Learning and Teaching Technologies ◽

10.4018/ijwltt.294575 ◽

2022 ◽

Vol 17 (1) ◽

pp. 0-0

Keyword(s):

Undergraduate Students ◽

Student Perception ◽

Student Assessment ◽

University Administrators ◽

Testing Technique ◽

Computer Based ◽

Computer Based Testing ◽

The Creation ◽

And Performance ◽

The Relationship

Computer Based Testing has become a prominent method in student assessment in Nigeria and student perception on this testing technique is paramount. This study examined the perception of undergraduate students towards computer based testing by comparing several modules studied by Undergraduate students in Nigeria which constitutes a major gap in literature. Results showed that majority of students preferred computer based testing to paper based testing but were not will to adopt this technique in all courses. Results further showed majority of students showed preference to paper based tests in Mathematics more than 50% of students had below average grades when the CBT technique was implemented. Similarly, students showed poor grades in Mathematics, Chemistry and Physics, results further showed the relationship between computer and anxiety and performance in in Mathematics .This study has implications for university administrators in the creation of policies for Computer based testing

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The Relationship of Form and Performance in Façade Design

Intersections Between the Academy and Practice ◽

10.35483/acsa.aia.inter.15.1 ◽

2015 ◽

Author(s):

Aaron Brakke ◽

◽

Rodrigo Velasco ◽

Keyword(s):

Undergraduate Students ◽

Building Facade ◽

And Performance ◽

Relationship Of ◽

The Relationship

The context of this paper is found in an environment that aims to better bridge the academy and practice. What the authors provide in the following pages is a reflection of how undergraduate students are being guided to better understand how an architect might interpret and design for particular geographic and climatic situations. This is accomplished through both traditional and digital techniques that first aim to provide the foundation necessary to first analyze the geometric considerations for the building facade.

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Entrepreneurship Education: Team Composition in Known Worlds and New Frontiers

Entrepreneurship Education and Pedagogy ◽

10.1177/2515127420905890 ◽

2020 ◽

pp. 251512742090589

Author(s):

Tomas Karlsson ◽

Pamela Nowell

Keyword(s):

Team Performance ◽

Composition Studies ◽

Entrepreneurship Education ◽

Team Composition ◽

Experimental Setting ◽

Entrepreneurial Teams ◽

Improved Outcomes ◽

Quasi Experimental ◽

And Performance ◽

The Relationship

This article is about entrepreneurial teams and addresses specifically the relationship between the group value consensus and performance. It contributes to previous research on teams in three ways. First, this study addresses the effectiveness of team composition in two different tasks. By doing so, it lends insights into how to compose entrepreneurial teams for improved outcomes. Second, we look specifically at how value composition impacts team performance. Third, we investigate designed teams in a quasi-experimental setting as opposed to organically formed teams commonly found in other team composition studies. Our study finds that value heterogeneity is beneficial to external tasks while detrimental to internal tasks.

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An Intellectually Humbling Experience: Changes in Interpersonal Perception and Cultural Reasoning across a Five-Week Course

Journal of Psychology and Theology ◽

10.1177/0091647119837010 ◽

2019 ◽

Vol 47 (3) ◽

pp. 217-229 ◽

Cited By ~ 1

Author(s):

Benjamin R. Meagher ◽

Hanna Gunn ◽

Nathan Sheff ◽

Daryl R. Van Tongeren

Keyword(s):

Undergraduate Students ◽

Social Ethics ◽

Interpersonal Perception ◽

Cultural Humility ◽

Cultural Conflict ◽

Social Perceptions ◽

Effective Learning ◽

Quasi Experimental ◽

The Relationship ◽

Racial Ethnic

Finding ways to foster intellectual humility (IH)—the willingness to own one’s limitations—is an important goal for facilitating effective learning. We report the results of a longitudinal, quasi-experimental study, conducted across six undergraduate, culturally diverse (58% racial/ethnic minority) introductory philosophy courses, that evaluates how social perceptions and cross-cultural reasoning change following a course on epistemology and social ethics. Critically, we manipulated whether each class received a standardized lesson in IH at the start of the course or not. Participants provided self-ratings of IH, gave round-robin judgments of their classmates, and completed a wise-reasoning writing exercise focusing on a cultural conflict at both the beginning and end of the summer course session. Results revealed no change in self-reported IH, but an increase in perceived peer IH and conscientiousness within classes where IH was taught. Moreover, an analysis of the participants’ writing suggested greater levels of compromise-seeking when dealing with a cultural conflict among the students taught about IH, relative to those in the control classes. This study provides initial insights regarding the relationship between IH and cultural humility, as well as the efficacy of facilitating the development of IH among undergraduate students.

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