scholarly journals Endogenous Eye Blinking Rate to Support Human–Automation Interaction for E-Learning Multimedia Content Specification

2021 ◽  
Vol 11 (2) ◽  
pp. 49
Author(s):  
Othmar Othmar Mwambe ◽  
Phan Xuan Tan ◽  
Eiji Kamioka
Keyword(s):  
Cognitive Load ◽  
Cognitive Processes ◽  
Pupil Size ◽  
Intelligent Systems ◽  
Reading Time ◽  
Adaptive Process ◽  
Cognitive Load Measurement ◽  
Adaptive Processes ◽  
E Learning ◽  
Content Specification

As intelligent systems demand for human–automation interaction increases, the need for learners’ cognitive traits adaptation in adaptive educational hypermedia systems (AEHS) has dramatically increased. AEHS utilize learners’ cognitive processes to attain fair human–automation interaction for their adaptive processes. However, obtaining accurate cognitive trait for the AEHS adaptation process has been a challenge due to the fact that it is difficult to determine what extent such traits can comprehend system functionalities. Hence, this study has explored correlation among learners’ pupil size dilation, learners’ reading time and endogenous blinking rate when using AEHS so as to enable cognitive load estimation in support of AEHS adaptive process. An eye-tracking sensor was used and the study found correlation among learners’ pupil size dilation, reading time and learners’ endogenous blinking rate. Thus, the results show that endogenous blinking rate, pupil size and reading time are not only AEHS reliable parameters for cognitive load measurement but can also support human–automation interaction at large.

Investigating Multi-Modal Measures for Cognitive Load Detection in E-Learning

2020 ◽  
Author(s):  
Nico Herbig ◽  
Tim Düwel ◽  
Mossad Helali ◽  
Lea Eckhart ◽  
Patrick Schuck ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Load Detection ◽  
E Learning

Orchestrating Ontologies for Courseware Design

2012 ◽  
pp. 1288-1306
Author(s):  
Tatiana Gavrilova
Keyword(s):  
Concept Mapping ◽  
Cognitive Bias ◽  
Intelligent Systems ◽  
Systems Development ◽  
Ontology Development ◽  
General Guideline ◽  
C Programming ◽  
E Learning ◽  
Assessment Techniques ◽  
Knowledge Structuring

This chapter presents an approach aimed at creating teaching strategies for e-learning based on the principles of ontological engineering and cognitive psychology. The proposed framework is important for many reasons. It is targeted at the development of methodologies and related technologies that can scaffold the process of knowledge structuring and orchestrating teaching ontologies for courseware design. The orchestrating procedure is the kernel of ontology development. Ontologies that describe the main concepts of exemplary domains are used both for teaching and assessment techniques. The main stress is put on using visual techniques of mind-mapping and concept mapping as a powerful mind learning tool. Cognitive bias and some results of Gestalt psychology are highlighted as a general guideline. The ideas of balance, clarity, and beauty are applied to the ontology orchestrating procedures. The examples are taken mainly from the course in C-programming, and in the foundations of intelligent systems development.

Improving Cognitive Load on Students with Disabilities Through Software Aids

2012 ◽  
pp. 163-175
Author(s):  
Rubén González Crespo ◽  
Oscar Sanjuán Martíne ◽  
Juan Manuel Cueva Lovelle ◽  
B. Cristina Pelayo García-Bustelo ◽  
Vicente García Díaz ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Students With Disabilities ◽  
Learning Environments ◽  
Web Applications ◽  
Complete Solution ◽  
Severe Disabilities ◽  
E Learning

This chapter proposes a new way to improve the cognitive load and construction of e-learning environments making them more usable and accessible using emerging design. This causes a significant improvement in cognitive load. Accessibility within the area of Web applications, is actually present in different laws of many countries, trying that information could be used for everyone. This objective is limited when you are dealing with severe disabilities. An example of this is people with hearing disabilities who have never hear or speak. To solve these problems the authors propose a platform that brings a complete solution to accessibility.

Student and Teacher Perspectives Testing a System for Adaptive e-Learning

2011 ◽  
pp. 16-45
Author(s):  
Carla Limongelli ◽  
Filippo Sciarrone ◽  
Marco Temperini ◽  
Giulia Vaste
Keyword(s):  
Intelligent Systems ◽  
Comprehensive Evaluation ◽  
Point Of View ◽  
Added Value ◽  
Web Based ◽  
Life Long Learning ◽  
E Learning ◽  
Didactic Material ◽  
Amount Of Knowledge ◽  
Didactic Strategies

Personalization is becoming a mandatory requirement in Web-based Education and long distance learning in general, representing a flexible way of learning the exact amount of knowledge to reach a given learning goal. This approach saves time and money and it is particularly suited for life-long learning. The drawback is that the teacher has to produce some effort to prepare didactic material and while research in this field proposes several intelligent systems providing personalization with advanced didactic strategies, teacher’s point of view is less considered. In this chapter we extend our previous work that aimed to build an adaptive system for education called LS-Plan, taking into account both teacher’s and student’s needs. In particular we carried out a comprehensive evaluation of the system embedded into an Adaptive Educational Hypermedia called Lecomps5, in order to experiment and prove the added value of the system.

An Integrated Evaluation Approach for E-Learning Systems in Career and Technical Education

2009 ◽  
pp. 396-407 ◽  
Author(s):  
Wenhao David Huang ◽  
Steven R. Aragon
Keyword(s):  
Cognitive Load ◽  
Learning Process ◽  
Integrated Approach ◽  
Learning Systems ◽  
Evaluation Framework ◽  
Evaluation Data ◽  
Career And Technical ◽  
Evaluation Approach ◽  
E Learning ◽  
Future Evaluation

As E-learning is gaining popularity in higher education, its evaluation becomes more critical than ever, to ensure the achievement of intended learning outcome. The effectiveness of E-learning system evaluation under current practices, however, remains questionable. One reason for such uncertainty is the lack of direct measurement while learning occurs since most evaluation data is collected after the learning process. Thus this chapter proposes an integrated evaluation approach for E-learning systems based on Cognitive Load Theory and grounded in the 4C/ID-model. Both direct and indirect measurements will be deployed in the integrated approach in the context of cognitive load. Furthermore all evaluation data can be translated into practical E-learning design solutions by triangulating with the 4C/ID-model. This chapter also suggests that future evaluation framework on E-learning should include factors from attitudinal and social aspects of learning process.

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