scholarly journals Analyzing Relationships Between Causal and Assessment Factors of Cognitive Load: Associations Between Objective and Subjective Measures of Cognitive Load, Stress, Interest, and Self-Concept

2021 ◽  
Vol 6 ◽  
Author(s):  
Nina Minkley ◽  
Kate M. Xu ◽  
Moritz Krell
Keyword(s):  
Heart Rate ◽  
Molecular Biology ◽  
Cognitive Load ◽  
Task Performance ◽  
Perceived Stress ◽  
Mental Effort ◽  
Theoretical Framework ◽  
Self Concept ◽  
Mental Load ◽  
Causal Factors

The present study is based on a theoretical framework of cognitive load that distinguishes causal factors (learner characteristics affecting cognitive load e.g., self-concept; interest; perceived stress) and assessment factors (indicators of cognitive load e.g., mental load; mental effort; task performance) of cognitive load. Various assessment approaches have been used in empirical research to measure cognitive load during task performance. The most common methods are subjective self-reported questionnaires; only occasionally objective physiological measures such as heart rates are used. However, the convergence of subjective and objective approaches has not been extensively investigated yet, leaving unclear the meaning of each kind of measure and its validity. This study adds to this body of research by analyzing the relationship between these causal and assessment (subjective and objective) factors of cognitive load. The data come from three comparable studies in which high school students (N = 309) participated in a one-day out of school molecular biology project and completed different tasks about molecular biology structures and procedures. Heart rate variability (objective cognitive load) was measured via a chest belt. Subjective cognitive load (i.e., mental load and mental effort) and causal factors including self-concept, interest, and perceived stress were self-reported by participants on questionnaires. The findings show that a) objective heart rate measures of cognitive load are related to subjective measures of self-reported mental effort but not of mental load; b) self-reported mental effort and mental load are better predictors of task performance than objective heart rate measures of cognitive load; c) self-concept, interest and perceived stress are associated with self-reported measures of mental load and mental effort, and self-concept is associated with one of the objective heart rate measures. The findings are discussed based on the theoretical framework of cognitive load and implications for the validity of each measure are proposed.

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.

Measuring Effectiveness of Graph Visualizations: A Cognitive Load Perspective

2009 ◽  
Vol 8 (3) ◽  
pp. 139-152 ◽  
Author(s):  
Weidong Huang ◽  
Peter Eades ◽  
Seok-Hee Hong
Keyword(s):  
Cognitive Load ◽  
Task Performance ◽  
Performance Measures ◽  
User Study ◽  
Processing System ◽  
Mental Effort ◽  
Human Memory ◽  
Individual Performance ◽  
Cognitive Effort ◽  
Graph Visualization

Graph visualizations are typically evaluated by comparing their differences in effectiveness, measured by task performance such as response time and accuracy. Such performance-based measures have proved to be useful in their own right. There are some situations, however, where the performance measures alone may not be sensitive enough to detect differences. This limitation can be seen from the fact that the graph viewer may achieve the same level of performance by devoting different amounts of cognitive effort. In addition, it is not often that individual performance measures are consistently in favor of a particular visualization. This makes design and evaluation difficult in choosing one visualization over another. In an attempt to overcome the above-mentioned limitations, we measure the effectiveness of graph visualizations from a cognitive load perspective. Human memory as an information processing system and recent results from cognitive load research are reviewed first. The construct of cognitive load in the context of graph visualization is proposed and discussed. A model of user task performance, mental effort and cognitive load is proposed thereafter to further reveal the interacting relations between these three concepts. A cognitive load measure called mental effort is introduced and this measure is further combined with traditional performance measures into a single multi-dimensional measure called visualization efficiency. The proposed model and measurements are tested in a user study for validity. Implications of the cognitive load considerations in graph visualization are discussed.

scholarly journals Validation of Cognitive Load During Inquiry-Based Learning With Multimedia Scaffolds Using Subjective Measurement and Eye Movements

2021 ◽  
Vol 12 ◽  
Author(s):  
Marit Kastaun ◽  
Monique Meier ◽  
Stefan Küchemann ◽  
Jochen Kuhn
Keyword(s):  
Eye Tracking ◽  
Cognitive Load ◽  
Test Scores ◽  
Scientific Inquiry ◽  
Reading Skills ◽  
Measurement Instrument ◽  
Theoretical Framework ◽  
Causal Factors ◽  
Verbal Abilities ◽  
Subjective Measurement

Subject-method barriers and cognitive load (CL) of students have a particular importance in the complex learning process of scientific inquiry. In this work, we investigate the valid measurement of CL as well as different scaffolds to reduce it during experimentation. Specifically, we examine the validity of a subjective measurement instrument to assess CL [in extraneous cognitive load (ECL), intrinsic cognitive load, and germane cognitive load (GCL)] during the use of multimedia scaffolds in the planning phase of the scientific inquiry process based on a theoretical framework of the CL theory. The validity is analyzed by investigating possible relationships between causal (e.g., cognitive abilities) and assessment (e.g., eye-tracking metrics) factors in relation to the obtained test scores of the adapted subjective measurement instrument. The study aims to elucidate possible relationships of causal factors that have not yet been adequately investigated in relation to CL. Furthermore, a possible, still inconclusive convergence between subjective test scores on CL and objectively measured indicators will be tested using different eye-tracking metrics. In two studies (n=250), 9th and 11th grade students experimentally investigated a biological phenomenon. At the beginning of the planning phase, students selected one of four multimedia scaffolds using a tablet (Study I: n=181) or a computer with a stationary eye-tracking device (Study II: n=69). The subjective cognitive load was measured via self-reports using a standardized questionnaire. Additionally, we recorded students’ gaze data during learning with the scaffolds as objective measurements. Besides the causal factors of cognitive-visual and verbal abilities, reading skills and spatial abilities were quantified using established test instruments and the learners indicated their representation preference by selecting the scaffolds. The results show that CL decreases substantially with higher grade level. Regarding the causal factors, we observed that cognitive-visual and verbal abilities have a significant influence on the ECL and GCL in contrast to reading skills. Additionally, there is a correlation between the representation preference and different types of CL. Concerning the objective measurement data, we found that the absolute fixation number is predictive for the ECL. The results are discussed in the context of the overall methodological research goal and the theoretical framework of CL.

scholarly journals Eye Movement Indices of Post-Saccadic Task Under Cognitive Load: A Path Analysis to Predict Individual’s Performance

2021 ◽  
Author(s):  
Marzieh Salehi Fadardi ◽  
Javad Salehi Fadardi ◽  
Monireh Mahjoob ◽  
Hassan Doosti
Keyword(s):  
Heart Rate ◽  
Cognitive Load ◽  
Task Performance ◽  
Fixation Duration ◽  
Discrimination Task ◽  
Reaction Times ◽  
Pathway Models ◽  
Response Errors ◽  
Speed And Accuracy ◽  
And Task

Abstract Purpose: The evidence on the linear relationship between cognitive load, saccade, fixation, and task performance was uncertain. We tested pathway models for degraded task performance resulting from changes in saccadic and post-saccadic fixation under cognitive load. Methods: Participants' (n = 38) eye movements were recorded using a post-saccadic discrimination task without and with arithmetic operations to impose cognitive load, validated through recording heart rate variability and subjective measurement. Results: Results showed that cognitive load led to longer latencies of saccade and fixation; more inaccurate responses and fewer secondary saccades (P<0.001). Longer saccade latencies influenced task performance indirectly via increases in fixation latency, thereby, longer reaction times and higher response errors were observed due to limited fixation duration on desired target. Conclusion: We suggest that latency and duration of fixation indicate efficiency of information processing and can predict the speed and accuracy of task performance under cognitive load.

scholarly journals Leaderboard Positions and Stress—Experimental Investigations into an Element of Gamification

2021 ◽  
Vol 13 (12) ◽  
pp. 6608
Author(s):  
Marc Schlömmer ◽  
Teresa Spieß ◽  
Stephan Schlögl
Keyword(s):  
Heart Rate ◽  
Task Performance ◽  
Perceived Stress ◽  
Objective Measure ◽  
Sufficient Evidence ◽  
Experimental Investigations ◽  
Negative Effects ◽  
Web Based ◽  
Game Elements ◽  
The Impact

Gamification, i.e., the use of game elements in non-game contexts, aims to increase peoples’ motivation and productivity in professional settings. While previous work has shown both positive as well as negative effects of gamification, there have been barely any studies so far that investigate the impact different gamification elements may have on perceived stress. The aim of the experimental study presented in this paper was thus to explore the relationship between (1) leaderboards, a gamification element which exchanges and compares results, (2) heart rate variability (HRV), used as a relatively objective measure for stress, and (3) task performance. We used a coordinative smartphone game, a manipulated web-based leaderboard, and a heart rate monitor (chest strap) to investigate respective effects. A total of n = 34 test subjects participated in the experiment. They were split into two equally sized groups so as to measure the effect of the manipulated leaderboard positions. Results show no significant relationship between the measured HRV and leaderboard positions. Neither did we find a significant link between the measured HRV and subjects’ task performance. We may thus argue that our experiment did not yield sufficient evidence to support the assumption that leaderboard positions increase perceived stress and that such may negatively influence task performance.

Heart Rate Variability Biofeedback in Grandmothers Raising Grandchildren: Effects on Stress, Emotions, and Cognitions

Biofeedback ◽  
2013 ◽  
Vol 41 (3) ◽  
pp. 144-149 ◽  
Author(s):  
Jaclene A. Zauszniewski ◽  
Tsay-Yi Au ◽  
Carol M. Musil
Keyword(s):  
Heart Rate ◽  
Heart Rate Variability ◽  
Perceived Stress ◽  
Repeated Measures ◽  
Negative Emotions ◽  
Pilot Trial ◽  
Heart Rate Variability Biofeedback ◽  
Grandmothers Raising Grandchildren ◽  
Depressive Cognitions ◽  
Reducing Stress

Over one million American grandmothers raise grandchildren, and many experience stress that may be alleviated by biofeedback. This pilot trial of 20 grandmothers used a pretest-posttest design with repeated measures to test the effects of heart rate variability (HRV) biofeedback on perceived stress, negative emotions, and depressive cognitions. Significant decreases in stress, negative emotions, and depressive cognitions were found. Biofeedback is thus potentially effective for reducing stress and depressive thoughts and feelings in grandmothers raising grandchildren, and the intervention warrants further testing.

scholarly journals Can EEG Be Adopted as a Neuroscience Reference for Assessing Software Programmers’ Cognitive Load?

Sensors ◽  
2021 ◽  
Vol 21 (7) ◽  
pp. 2338
Author(s):  
Júlio Medeiros ◽  
Ricardo Couceiro ◽  
Gonçalo Duarte ◽  
João Durães ◽  
João Castelhano ◽  
...  
Keyword(s):  
Software Development ◽  
Cognitive Load ◽  
Mental Effort ◽  
Research Area ◽  
Cognitive State ◽  
Accurate Identification ◽  
Cognitive States ◽  
Code Complexity ◽  
Time Accuracy ◽  
Future Evaluation

An emergent research area in software engineering and software reliability is the use of wearable biosensors to monitor the cognitive state of software developers during software development tasks. The goal is to gather physiologic manifestations that can be linked to error-prone scenarios related to programmers’ cognitive states. In this paper we investigate whether electroencephalography (EEG) can be applied to accurately identify programmers’ cognitive load associated with the comprehension of code with different complexity levels. Therefore, a controlled experiment involving 26 programmers was carried. We found that features related to Theta, Alpha, and Beta brain waves have the highest discriminative power, allowing the identification of code lines and demanding higher mental effort. The EEG results reveal evidence of mental effort saturation as code complexity increases. Conversely, the classic software complexity metrics do not accurately represent the mental effort involved in code comprehension. Finally, EEG is proposed as a reference, in particular, the combination of EEG with eye tracking information allows for an accurate identification of code lines that correspond to peaks of cognitive load, providing a reference to help in the future evaluation of the space and time accuracy of programmers’ cognitive state monitored using wearable devices compatible with software development activities.

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