scholarly journals EMPHASIS MANIPULATION EFFECT IN TERMS OF THE LEAST-ABLED SETS ON COGNITIVE LOAD, TRANSFER, AND INSTRUCTIONAL EFFICIENCY

2019 ◽  
Vol 77 (2) ◽  
pp. 228-243
Author(s):  
Soonri Choi ◽  
Namjung Kim ◽  
Seohyun Choi ◽  
Dongsik Kim
Keyword(s):  
Cognitive Load ◽  
Load Transfer ◽  
Learning Transfer ◽  
Personalized Learning ◽  
The Other ◽  
Instructional Efficiency ◽  
Educational Design ◽  
Skill Sets ◽  
Reversal Effect ◽  
Sequencing Method

This research suggests emphasis manipulation on constituent skills of least-abled sets, improves coordination and integration of knowledge, skills, and attitudes on cognitive load, transfer, and instructional efficiency. The participants were divided into two groups. Competency levels for the designated skill sets were evaluated, and a pre-test was performed on both groups. The research applied an educational design based on individual learner’s least-abled sets of constituent skills and identified the design’s effectiveness on complex learning. One group was provided with the whole learning contents according to emphasis manipulation sequencing method, and the other group was provided personalized learning contents according to a method based on the least-abled sets of constituent skills emphasis manipulation. The group received materials constructed with emphasis manipulation, learned the whole constituent skills of learning contents and carried out conventional tasks. However, treatment group received materials constructed with the least-abled sets of constituent skills emphasis manipulation, learned only the least-abled constituent skills and carried out conventional tasks. This research suggests that teaching with the least-abled sets of constituent skills helps to reduce expertise-reversal effect and improve results of cognitive load, transfer and instructional efficiency. Keywords: cognitive load, complex tasks, emphasis manipulation, instructional efficiency, learning transfer.

scholarly journals GazeEMD: Detecting Visual Intention in Gaze-Based Human-Robot Interaction

Robotics ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 68
Author(s):  
Lei Shi ◽  
Cosmin Copot ◽  
Steve Vanlanduit
Keyword(s):  
Cognitive Load ◽  
Real World ◽  
Robotic Manipulator ◽  
Similarity Score ◽  
Human Robot Interaction ◽  
Experimental Results ◽  
The Other ◽  
Robot Interaction ◽  
Run Length ◽  
The Real

In gaze-based Human-Robot Interaction (HRI), it is important to determine human visual intention for interacting with robots. One typical HRI interaction scenario is that a human selects an object by gaze and a robotic manipulator will pick up the object. In this work, we propose an approach, GazeEMD, that can be used to detect whether a human is looking at an object for HRI application. We use Earth Mover’s Distance (EMD) to measure the similarity between the hypothetical gazes at objects and the actual gazes. Then, the similarity score is used to determine if the human visual intention is on the object. We compare our approach with a fixation-based method and HitScan with a run length in the scenario of selecting daily objects by gaze. Our experimental results indicate that the GazeEMD approach has higher accuracy and is more robust to noises than the other approaches. Hence, the users can lessen cognitive load by using our approach in the real-world HRI scenario.

scholarly journals Personal Analytics Explorations to Support Youth Learning

2018 ◽  
pp. 145-163 ◽  
Author(s):  
Victor R. Lee
Keyword(s):  
Social Support ◽  
High School ◽  
Behavior Change ◽  
Learning Environments ◽  
High School Student ◽  
Sixth Grade ◽  
Personalized Learning ◽  
The Other ◽  
Direct Experience ◽  
Walking Behavior

While personalized learning environments often include systems that automatically adapt to inferred learner needs, other forms of personalized learning exist. One form involves the use of personal analytics in which the learner obtains and analyzes data about himself/herself. More known in informatics communities, there is potential for use of personal analytics for design of instruction. This chapter provides two cases of personal analytics learning explorations to demonstrate their range and potential. One case is of a high school student examining how sleep influences her mood. The other case is of a sixth-grade class of students examining how deviations from typical walking behavior change distributional shape in plotted step data. Both cases show how social support and direct experience with data correction are intimately involved in how youth can learn through personal analytics activities.

The apoptotic effect of midazolam on the salivary gland of rats and the reversal effect by pilocarpine

2018 ◽  
Vol 96 (9) ◽  
pp. 898-901 ◽  
Author(s):  
Mariana Rinaldi ◽  
Aline Cristina Batista Rodrigues Johann ◽  
Patrícia Vida Cassi Bettega ◽  
Fábio Rocha ◽  
Sérgio Aparecido Ignácio ◽  
...  
Keyword(s):  
Salivary Gland ◽  
Wistar Rats ◽  
Saline Solution ◽  
Chronic Administration ◽  
Apoptotic Index ◽  
The Other ◽  
Parotid Glands ◽  
Control Groups ◽  
Reversal Effect ◽  
Apoptotic Effect

To evaluate the apoptosis in parotid glands of rats treated with midazolam associated or not with pilocarpine, 60 Wistar rats were assigned to 6 groups: control groups received saline solution for 30 days (S30) and 60 days (S60) and the other groups received pilocarpine for 60 days (P60), midazolam for 30 days (M30), midazolam for 30 days and 30 days of saline (M30 + S30), and finally midazolam for 30 days and 30 days of midazolam and pilocarpine (M30 + MP30). Histological sections were subjected to the TdT-mediated dUTP-biotin nick and labeling technique. The number of positive and negative cells was quantified, calculating the apoptotic index. ANOVA at 2 criteria and Tukey’s test were used. A greater apoptotic index was observed in the M30 (52.79 ± 9.01) and M30 + S30 (62.43 ± 8.52) groups when compared with the S30 (37.94 ± 5.94) and S60 (31.85 ± 9.18) groups, respectively (p < 0.05). There was no difference between M30 + MP30 (30.98 ± 6.19) and S60 (31.85 ± 9.18) groups regarding apoptotic index. Chronic administration of midazolam has been shown to increase the number of apoptotic cells in the parotid glands of rats. However, pilocarpine inhibited this effect, thus inhibiting the apoptosis.

Instructional Game Design Using Cognitive Load Theory

2009 ◽  
pp. 1143-1165 ◽  
Author(s):  
Wenhao David Huang ◽  
Tristan Johnson
Keyword(s):  
Cognitive Load ◽  
Game Design ◽  
Cognitive Load Theory ◽  
Learning Experience ◽  
Cognitive Learning ◽  
Learning Outcome ◽  
Design Guidelines ◽  
Design Framework ◽  
Instructional Efficiency ◽  
Load Theory

This chapter proposes an instructional game design framework based on the 4C/ID-model and cognitive load theory, its associated theoretical foundation. The proposed systematic design framework serves as the processing link to connect games’ powerful characteristics in enhancing learning experience with desired learning outcomes. In this chapter we focus on the cognitive aspect of learning outcome: the development of transferable schema. This chapter introduces design guidelines to attain specific game characteristic by prioritizing the design components in 4C/ID-model. Each game characteristic consists of three levels of design emphasis: preliminary, secondary, and tertiary. The ultimate goal of this chapter is to initiate a series of dialogue between cognitive learning outcome, systematic instructional design, and instructional game design thereby seeking to improve the overall game design and instructional efficiency.

Evaluation of Cognitive Load

2009 ◽  
pp. 101-119
Author(s):  
Slava Kalyuga
Keyword(s):  
Cognitive Load ◽  
Learning Environments ◽  
Rating Scales ◽  
Instructional Materials ◽  
Subjective Rating ◽  
Instructional Efficiency ◽  
General Evaluation ◽  
Learning Conditions ◽  
Schematic Knowledge ◽  
Evaluation Of Learning

Availability of valid and usable measures of cognitive load involved in learning is essential for providing support for cognitive load-based explanations of the effects predicted and described in cognitive load theory as well as for general evaluation of learning conditions. Besides, the evaluation of cognitive load may provide another indicator of levels of learner expertise in addition to performance scores. As mentioned before, due to the available schematic knowledge base, more knowledgeable learners are expected to perform their tasks with lower mental effort than novices. Even though simple subjective rating scales remain the most often used measures of cognitive load imposed by instructional materials, new more sophisticated techniques are being developed, especially in multimodal environments associated with performance of complex cognitive tasks. This chapter provides a brief overview of traditional, as well as some novel methods for measuring and evaluating cognitive load. Some recently developed approaches to using these measures in estimating instructional efficiency of learning environments are also discussed.

The Expertise Reversal Effect for Sequential Presentation in Dynamic Soccer Visualizations

2013 ◽  
Vol 35 (3) ◽  
pp. 260-269 ◽  
Author(s):  
Aïmen Khacharem ◽  
Bachir Zoudji ◽  
Slava Kalyuga ◽  
Hubert Ripoll
Keyword(s):  
Cognitive Load ◽  
Learning Outcomes ◽  
Mental Effort ◽  
Visual Presentation ◽  
Theoretical Framework ◽  
Soccer Players ◽  
Sequential Presentation ◽  
Expertise Reversal Effect ◽  
Reversal Effect ◽  
Presentation Formats

Cognitive load perspective was used as a theoretical framework to investigate effects of expertise and type of presentation of interacting elements of information in learning from dynamic visualizations. Soccer players (N = 48) were required to complete a recall reconstruction test and to rate their invested mental effort after studying a concurrent or sequential presentation of the elements of play. The results provided evidence for an expertise reversal effect. For novice players, the sequential presentation produced better learning outcomes. In contrast, expert players performed better after studying the concurrent presentation. The findings suggest that the effectiveness of different visual presentation formats depend on levels of learner expertise.

scholarly journals Face mask use in healthcare settings: effects on communication, cognition, listening effort and strategies for amelioration

2022 ◽  
Vol 7 (1) ◽  
Author(s):  
Emily Lee ◽  
Kayla Cormier ◽  
Anu Sharma
Keyword(s):  
Hearing Loss ◽  
Cognitive Load ◽  
Face Mask ◽  
Additive Effect ◽  
The Other ◽  
Clinical Strain ◽  
Listening Effort ◽  
Likert Scales ◽  
Clinical Efficiency ◽  
Healthcare Settings

Abstract Aim To investigate mask use and the difficulties it may pose during communication in healthcare settings. Methods A survey utilizing a series of Likert scales was administered. Mask use challenges between clinicians and their patients were examined in the domains of communication, listening effort, cognition, and rehabilitation. Results Across 243 participants, mask use significantly increased listening effort, with hearing loss having an additive effect on listening effort. Listening effort was also significantly associated with more trouble understanding conversation, decreased interest in conversation, more difficulty connecting with patients, changes in cognition for both providers and patients, and changes in the clinical efficiency of providers. Hearing loss had an additive effect for trouble understanding conversations and changes in clinical efficiency. Conclusion These results provide information about the clinical strain introduced from mask use in healthcare settings. Overall, results show that in healthcare settings there is increased cognitive load and listening effort for both patients and providers, as well as changes in clinical efficiency for providers when utilizing masks. These effects are often greater with hearing loss. Results showed that patients reported written and visual instructions would be most beneficial to include in appointments among the other rehabilitative strategies which are discussed.

Modelling of Road Damage Potentials of Tandem C-Dolly

2007 ◽  
Author(s):  
Jose A. Romero ◽  
Alejandro Lozano
Keyword(s):  
Experimental Study ◽  
Load Transfer ◽  
The Other ◽  
Lateral Stability ◽  
Damage Potential ◽  
Longitudinal Load ◽  
Optimum Speed ◽  
Articulated Vehicles ◽  
Pavement Damage

The paper deals with the pavement damage potential of long combination vehicles equipped with tandem C-dolly. Due to its double-hitch bar design, the tandem C-dolly enhances the lateral stability of the articulated vehicles; however, its single articulation could create significant levels of longitudinal load transfer between the coupled bodies and posing higher pavement damage. The pavement damage potentials of vehicles equipped with tandem C-dolly is compared with that of vehicles equipped with standard tandem A-dolly. For pavements with a roughness lower than 2 mm/m the effect of tandem design is only marginal. For pavements with roughness greater than 2 mm/m, results suggest an optimum speed (95 km/h) at which C-dolly is 1% less damaging than A-dolly. However, for the other two speeds evaluated (75 and 115 km/h), C-dolly is up to 12.1% less friendly than A-dolly. Such increases in road damaging potential are significant and an experimental study should be performed to validate results.

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