scholarly journals When Preschoolers Interact with an Educational Robot, Does Robot Feedback Influence Engagement?

2021 ◽  
Vol 5 (12) ◽  
pp. 77
Author(s):  
Mirjam de Haas ◽  
Paul Vogt ◽  
Emiel Krahmer
Keyword(s):  
Eye Gaze ◽  
Social Robot ◽  
Task Engagement ◽  
Large Individual ◽  
Regression Analyses ◽  
Counting Task ◽  
Educational Robot ◽  
Dutch Children ◽  
Similar Task ◽  
Gaze Fixations

In this paper, we examine to what degree children of 3–4 years old engage with a task and with a social robot during a second-language tutoring lesson. We specifically investigated whether children’s task engagement and robot engagement were influenced by three different feedback types by the robot: adult-like feedback, peer-like feedback and no feedback. Additionally, we investigated the relation between children’s eye gaze fixations and their task engagement and robot engagement. Fifty-eight Dutch children participated in an English counting task with a social robot and physical blocks. We found that, overall, children in the three conditions showed similar task engagement and robot engagement; however, within each condition, they showed large individual differences. Additionally, regression analyses revealed that there is a relation between children’s eye-gaze direction and engagement. Our findings showed that although eye gaze plays a significant role in measuring engagement and can be used to model children’s task engagement and robot engagement, it does not account for the full concept and engagement still comprises more than just eye gaze.

scholarly journals IEyeGASE: An Intelligent Eye Gaze-Based Assessment System for Deeper Insights into Learner Performance

Sensors ◽  
2021 ◽  
Vol 21 (20) ◽  
pp. 6783
Author(s):  
Chandrika Kamath Ramachandra ◽  
Amudha Joseph
Keyword(s):  
Learning Outcomes ◽  
Eye Gaze ◽  
Inattentional Blindness ◽  
Task Engagement ◽  
Assessment System ◽  
Learning Goals ◽  
Online Assessment ◽  
Viable Option ◽  
Learner Performance ◽  
Education Environment

In the current education environment, learning takes place outside the physical classroom, and tutors need to determine whether learners are absorbing the content delivered to them. Online assessment has become a viable option for tutors to establish the achievement of course learning outcomes by learners. It provides real-time progress and immediate results; however, it has challenges in quantifying learner aspects like wavering behavior, confidence level, knowledge acquired, quickness in completing the task, task engagement, inattentional blindness to critical information, etc. An intelligent eye gaze-based assessment system called IEyeGASE is developed to measure insights into these behavioral aspects of learners. The system can be integrated into the existing online assessment system and help tutors re-calibrate learning goals and provide necessary corrective actions.

scholarly journals In the eyes of the beholder: investigating the effect of visual probing on accuracy and gaze fixations when attending to facial expressions among primary and secondary callous-unemotional variants

2019 ◽  
Vol 29 (10) ◽  
pp. 1441-1451 ◽  
Author(s):  
Melina Nicole Kyranides ◽  
Kostas A. Fanti ◽  
Maria Petridou ◽  
Eva R. Kimonis
Keyword(s):  
Emotion Recognition ◽  
Facial Expressions ◽  
Eye Gaze ◽  
Repeated Measurements ◽  
Facial Emotion Recognition ◽  
Facial Emotion ◽  
Cu Traits ◽  
Callous Unemotional ◽  
The Face ◽  
Gaze Fixations

AbstractIndividuals with callous-unemotional (CU) traits show deficits in facial emotion recognition. According to preliminary research, this impairment may be due to attentional neglect to peoples’ eyes when evaluating emotionally expressive faces. However, it is unknown whether this atypical processing pattern is unique to established variants of CU traits or modifiable with intervention. This study examined facial affect recognition and gaze patterns among individuals (N = 80; M age = 19.95, SD = 1.01 years; 50% female) with primary vs secondary CU variants. These groups were identified based on repeated measurements of conduct problems, CU traits, and anxiety assessed in adolescence and adulthood. Accuracy and number of fixations on areas of interest (forehead, eyes, and mouth) while viewing six dynamic emotions were assessed. A visual probe was used to direct attention to various parts of the face. Individuals with primary and secondary CU traits were less accurate than controls in recognizing facial expressions across all emotions. Those identified in the low-anxious primary-CU group showed reduced overall fixations to fearful and painful facial expressions compared to those in the high-anxious secondary-CU group. This difference was not specific to a region of the face (i.e. eyes or mouth). Findings point to the importance of investigating both accuracy and eye gaze fixations, since individuals in the primary and secondary groups were only differentiated in the way they attended to specific facial expression. These findings have implications for differentiated interventions focused on improving facial emotion recognition with regard to attending and correctly identifying emotions.

scholarly journals The Contributions of Eye Gaze Fixations and Target-Lure Similarity to Behavioral and fMRI Indices of Pattern Separation and Pattern Completion

2021 ◽  
Author(s):  
Daniel K Bjornn ◽  
Julie Van ◽  
Brock Kirwan
Keyword(s):  
Eye Movements ◽  
False Alarm ◽  
Eye Movement ◽  
Eye Gaze ◽  
Recognition Task ◽  
Discrimination Performance ◽  
Pattern Separation ◽  
Fmri Data ◽  
Pattern Completion ◽  
Gaze Fixations

Pattern separation and pattern completion are generally studied in humans using mnemonic discrimination tasks such as the Mnemonic Similarity Task (MST) where participants identify similar lures and repeated items from a series of images. Failures to correctly discriminate lures are thought to reflect a failure of pattern separation and a propensity toward pattern completion. Recent research has challenged this perspective, suggesting that poor encoding rather than pattern completion accounts for the occurrence of false alarm responses to similar lures. In two experiments, participants completed a continuous recognition task version of the MST while eye movement (Experiment 1 and 2) and fMRI data (Experiment 2) were collected. While we replicated the result that fixation counts at study predicted accuracy on lure trials, we found that target-lure similarity was a much stronger predictor of accuracy on lure trials across both experiments. Lastly, we found that fMRI activation changes in the hippocampus were significantly correlated with the number of fixations at study for correct but not incorrect mnemonic discrimination judgments when controlling for target-lure similarity. Our findings indicate that while eye movements during encoding predict subsequent hippocampal activation changes, mnemonic discrimination performance is better described by pattern separation and pattern completion processes that are influenced by target-lure similarity than simply poor encoding.

scholarly journals How radiographers visually perceive X-ray images with the task of accepting or rejecting them – a pilot study

2017 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Dag Waaler ◽  
Sigrid Hammer ◽  
Camilla Langdalen ◽  
Linn Therese Håkonsen Haug
Keyword(s):  
Eye Tracking ◽  
Work Experience ◽  
Quality Evaluation ◽  
Large Individual ◽  
X Ray ◽  
Monitor Display ◽  
Fixation Durations ◽  
Projection Images ◽  
Single Fixation ◽  
Gaze Fixations

Introduction: Radiographer´s usual role in the medical imaging chain is to acquire relevant and qualitatively good images that help the radiologist or physician to diagnose most accurately. After the image acquisition, the radiographer does a quality evaluation based on established imaging criteria to decide if the image is satisfactory, or otherwise reject it and subsequently take a new one. Contrary to expectations that the number of image rejects should decrease substantially with the introduction of digital imaging, a number of studies have shown that it has not, although the reasons for rejects has changed from exposure errors to positioning and centring errors. Very little research has been on examining how radiographers visually perceive and evaluate the X-ray images in this acceptance/rejection process.Purpose: Investigate how radiographers and radiography students visually perceives X-ray images in the process of accepting or rejecting them on basis of radiographic imaging criteria, and see if there are differences in strategies across experience levels.Materials and methods: Three radiography students and five radiographers with varying years of experience were given the task of accepting or rejecting shoulder and knee projection images based on positioning criteria. Using eye tracking, we measured the participants’ number and duration of gaze fixations within 1) the field of view defined by the monitor display, 2) the part of the monitor displaying the X-ray image only, and 3) the region within the X-ray images considered to be most relevant given the imaging criteria task. The quantitative eye-tracking measurements were followed-up by four qualitative questions.Results: Some differences in fixation patterns between the groups were found; the medium experienced radiographers spent statistically significant lesser number of fixations and lesser average single fixation durations than both the radiography students and the most experienced radiographers did, whereas the two latter groups scored almost equally. Conclusion: The study revealed that work experience might have some influence on how radiographers and radiography students assess X-ray images, but in subtler ways than expected. The study also revealed, however, quite large individual differences across experience.

Sources of Stress in Junior Elite Wrestlers

1983 ◽  
Vol 5 (2) ◽  
pp. 159-171 ◽  
Author(s):  
Daniel Gould ◽  
Thelma Horn ◽  
Janie Spreemann
Keyword(s):  
Trait Anxiety ◽  
The United States ◽  
Descriptive Statistics ◽  
Fear Of Failure ◽  
External Control ◽  
Large Individual ◽  
Regression Analyses ◽  
Social Evaluation ◽  
Factor Analytic ◽  
The Social

This investigation was designed to assess perceived sources of stress in junior elite wrestlers. Wrestlers (N = 458) participating in the United States Wrestling Federation Junior National Championships rated the frequency with which they typically experienced 33 sources of stress before competitions. Descriptive statistics revealed that performing up to one's ability, improving on one's last performance, participating in championship meets, not wrestling well, and losing were identified as major sources of stress. Factor analytic results showed that the 33 sources of stress loaded on three factors, including: fear of failure-feelings of inadequacy, external control-guilt, and social evaluation. Multiple regression analyses revealed that both wrestler trait anxiety and years of wrestling experience were significant predictors of the fear of failure-feelings of inadequacy factor, while trait anxiety also was found to be a significant predictor of the social evaluation factor. Although both the most and least frequently experienced sources of stress were identified in this investigation, it was concluded that large individual differences existed in perceived sources of stress. In addition, the need for replicating and extending these findings with other samples was emphasized.

Repetition Versus Variability in Verb Learning: Sometimes Less Is More

2021 ◽  
pp. 1-15
Author(s):  
Sabrina Horvath ◽  
Sudha Arunachalam
Keyword(s):  
Eye Gaze ◽  
Mixed Effects ◽  
The Novel ◽  
Typically Developing ◽  
Regression Analyses ◽  
Typically Developing Children ◽  
Less Is More ◽  
Late Talkers ◽  
Consistent Condition ◽  
Initial Representation

Purpose This study examined whether 2-year-olds are better able to acquire novel verb meanings when they appear in varying linguistic contexts, including both content nouns and pronouns, as compared to when the contexts are consistent, including only content nouns. Additionally, differences between typically developing toddlers and late talkers were explored. Method Forty-seven English-acquiring 2-year-olds ( n = 14 late talkers, n = 33 typically developing) saw scenes of actors manipulating objects. These actions were labeled with novel verbs. In the varied condition, children heard sentences containing both content nouns and pronouns (e.g., “The girl is ziffing the truck. She is ziffing it!”). In the consistent condition, children heard the verb an equal number of times, but only with content nouns (e.g., “The girl is ziffing the truck. The girl is ziffing the truck!”). At test, children were shown two new scenes and were asked to find the novel verb's referent. Children's eye gaze was analyzed as a measure of learning. Results Mixed-effects regression analyses revealed that children looked more toward the correct scene in the consistent condition than the varied condition. This difference was more pronounced for late talkers than for typically developing children. Conclusion To acquire an initial representation of a new verb's meaning, children, particularly late talkers, benefit more from hearing the verb in consistent linguistic contexts than in varying contexts.

scholarly journals The Metronome Counting Task for Measuring Meta-awareness

2019 ◽  
Author(s):  
Thomas Anderson ◽  
Norman A. S. Farb
Keyword(s):  
Dynamic Performance ◽  
Mind Wandering ◽  
Response Variability ◽  
Task Engagement ◽  
Button Press ◽  
Continuous Performance ◽  
Continuous Performance Task ◽  
Performance Task ◽  
Counting Task ◽  
Final Count

How can we measure the absence of awareness? Attention research has developed tools for measuring self-caught meta-awareness restoration and behavioural mind-wandering, but we lack a way to dynamically track the loss of meta-awareness. The present pre-registered study sought to bring together three extant paradigms into one tool designed to dynamically measure meta-awareness: the Metronome Counting Task (MCT). The MCT is a continuous performance task wherein participants tap along to a steady beat while counting to twenty, indicating the final count by a special button press. This sample (N = 74) provides evidence that participants could self-catch their failures in the task, that a response variability metric measuring mind-wandering depth was successfully recreated in this new tool, and that dynamic performance changes may be useful for detecting meta-awareness loss before participants become internally aware of the loss or are caught by external errors. The MCT was conceived as a tool that will support neuroimaging models of dynamic fluctuations during sustained attention, providing a link between the phenomenology of meta-awareness, the behaviour measured by a replicable index of task engagement, and a continuous performance task on time-scales relevant for MRI. We discuss the possibility that meta-awareness may exist on a continuum and that conceptions of mind-wandering as attention failures may plausibly be reconceived as changes in goal priority manifesting as shifting task engagement.

Profiles of bilingualism in early childhood: A person-centred Latent Profile Transition Approach

2020 ◽  
pp. 1-14
Author(s):  
Ryanne Francot ◽  
Elma Blom ◽  
Martine Broekhuizen ◽  
Paul Leseman
Keyword(s):  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Regression Analyses ◽  
L2 Proficiency ◽  
Transition Analysis ◽  
L1 Use ◽  
L1 And L2 ◽  
Dutch Children ◽  
Transition Approach ◽  
Latent Profile

Abstract Bilingualism as it occurs in current societies is a complex, multidimensional and dynamic phenomenon, calling for new approaches to capture this concept. This study shows the feasibility of a person-centred approach by combining measures of the use of and proficiency in the first and second language from 110 young Turkish–Dutch children at two measurement waves, using two existing datasets. Latent Profile Analysis revealed four profiles, equivalent at age four and six: 1) Dominant L1 use, relatively low L1 and L2 proficiency, 2) Dual L1 and L2 use, around average L1 and L2 proficiency, 3) Dominant L1 use, relatively high L1 and L2 proficiency and 4) Dominant L2 use, relatively high L2 proficiency. Latent Transition Analysis indicated that children changed in profiles over time. Regression analyses showed that profiles were differently related to the family's socioeconomic status and children's nonverbal intelligence at age four. No relations were found at age six.

scholarly journals Look before you Authorize: Using Eye-Tracking to Enforce User Attention towards Application Permissions

2017 ◽  
Vol 2017 (2) ◽  
pp. 23-37 ◽  
Author(s):  
Yousra Javed ◽  
Mohamed Shehab
Keyword(s):  
Eye Tracking ◽  
User Study ◽  
Eye Gaze ◽  
Third Party ◽  
Security And Privacy ◽  
Control Group ◽  
Eye Tracker ◽  
Key Factor ◽  
User Attention ◽  
Gaze Fixations

Abstract Habituation is a key factor behind the lack of attention towards permission authorization dialogs during third party application installation. Various solutions have been proposed to combat the problem of achieving attention switch towards permissions. However, users continue to ignore these dialogs, and authorize dangerous permissions, which leads to security and privacy breaches. We leverage eye-tracking to approach this problem, and propose a mechanism for enforcing user attention towards application permissions before users are able to authorize them. We deactivate the dialog’s decision buttons initially, and use feedback from the eye-tracker to ensure that the user has looked at the permissions. After determining user attention, the buttons are activated. We implemented a prototype of our approach as a Chrome browser extension, and conducted a user study on Facebook’s application authorization dialogs. Using participants’ permission identification, eye-gaze fixations, and authorization decisions, we evaluate participants’ attention towards permissions. The participants who used our approach on authorization dialogs were able to identify the permissions better, compared to the rest of the participants, even after the habituation period. Their average number of eye-gaze fixations on the permission text was significantly higher than the other group participants. However, examining the rate in which participants denied a dangerous and unnecessary permission, the hypothesized increase from the control group to the treatment group was not statistically significant.

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