scholarly journals How Prior Knowledge Affects Visual Attention of Japanese Mimicry and Onomatopoeia and Learning Outcomes: Evidence from Virtual Reality Eye Tracking

2021 ◽  
Vol 13 (19) ◽  
pp. 11058
Author(s):  
Chun-Chia Wang ◽  
Jason C. Hung ◽  
Hsuan-Chu Chen
Keyword(s):  
Sustainable Development ◽  
Visual Attention ◽  
Prior Knowledge ◽  
Eye Movement ◽  
Test Scores ◽  
Eye Tracker ◽  
Amusement Park ◽  
Cultural Aspects ◽  
Post Test ◽  
Knowledge Group

According to the United Nations Sustainable Development Goal (SDG) 4, “achieving inclusive and quality education for all”, foreign language learning has come to be seen as a process of integrating sustainable development into the socio-cultural aspects of education and learning. The aim of this study was to employ virtual reality (VR) eye tracker to examine how students with different levels of prior knowledge process visual behaviors for Japanese Mimicry and Onomatopoeia (MIO) while learning Japanese as a second foreign language. A total of 20 students studying at the Department of Applied Japanese at the university of Southern Taiwan were recruited. Based on the Japanese language proficiency test (JLPT) level, 20 participants were divided into high prior knowledge group (levels N1–N3) with 7 participants, and low prior knowledge group (level N4 or below) with 13 participants. The learning stimuli materials were created by Unreal Engine 4 (UE4) development tool to design a 3D virtual MIO paradise, including 5 theme amusement parks. Through a VR eye tracker, participants’ visual behaviors were tracked and recorded based on 24 different regions of interest (ROIs) (i.e., ROI1–ROI24). This was done to discuss the distribution of visual attention in terms of different ROIs of each theme amusement park based on four eye movement indicators, including latency of first fixation (LFF), duration of first fixation (DFF), total fixation durations (TFD), and fixation counts (FC). Each ROI of the two groups were then compared. In addition, a heat zone map was also generated to show the overall visual distribution of each group. After the experiment, based on the eye movement indicators and test scores in the pre-test and post-test phases, statistical analysis was used to examine and evaluate the differences in visual attention and learning outcomes. The results revealed that the gaze sequences of the two prior knowledge groups gazing at the ROIs in theme parks were different, except for the gaze sequence in the circus theme park. Different prior knowledge groups exhibited differences in visual attention in the ROIs fixated on in each amusement park. Additionally, in terms of TFD and FC of different groups in each amusement park, there was no significant difference except in ROI10, ROI16, and ROI18. Moreover, after receiving cognitive comprehension processes introduced in the VR-simulated MIO scenes, students from both groups achieved higher post-test scores compared with pre-test scores, and such differences had statistical significance. In conclusion, the implications of VR eye movement analysis on developing students’ competence related to learning Japanese and cross-cultural aspects, compatible with sustainable development, were presented.

Prior knowledge and other individual differences in the development of accuracy over the time-course of a pre-test/treatment/post-test study of instructed second language acquisition

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
James F. Lee ◽  
Stephen Doherty
Keyword(s):  
Individual Differences ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Prior Knowledge ◽  
Time Course ◽  
Test Study ◽  
Instructed Second Language Acquisition ◽  
Post Test ◽  
Knowledge Group ◽  
Test Treatment

Time-course data are temporal data that can be explored statically as an outcome measure of accuracy or dynamically from evolutionary and developmental perspectives. The present study examines the development and evolution of accuracy throughout the time-course of a pre-test/treatment/post-test study of instructed second language acquisition. The treatment is processing instruction (PI), which has a long history of positive results. PI research has overwhelmingly compared pre-test with post-test accuracy scores. The present study provides a fine-grained analysis as accuracy evolved and developed sentence by sentence. We analyse two sentence types: baseline active sentences and the target of instruction, passive sentences. Participants were divided into two groups, higher/lower prior knowledge, based on their pre-test scores processing passive sentences. Typically, PI research excludes higher prior knowledge participants, but here they are a comparison group. Our base measurement of development is an accuracy trend, defined as at least three correct answers in a row. We found that the number and length of accuracy trends increased over the time-course of the study and are affected by both sentence type and prior knowledge. The higher prior knowledge group always seems to have the advantage. Both prior knowledge groups benefit from instruction, but in different ways. We also found individual differences within the lower prior knowledge group: some participants benefited a great deal from instruction, some very little, and for some their accuracy with the baseline active sentences was temporarily destabilised.

Display on Demand Method Increases Time Spent Looking Outside the Cockpit

2020 ◽  
pp. 1-5
Author(s):  
Colin Blättler ◽  
Ludovic Fabre ◽  
Gregory Froger
Keyword(s):  
Visual Attention ◽  
Flight Training ◽  
Control Group ◽  
Test Design ◽  
Skills Acquisition ◽  
Eye Tracker ◽  
On Demand ◽  
Visual Flight Rules ◽  
Post Test ◽  
Experimental Group

Abstract. Modern on-board instrumentation can lead to distraction, particularly by absorbing attention inside the cockpit, which reduces air safety. The display on demand (DoD) method tested here aims to impede that problem for glider and visual flight rules (VFR) pilots. In total, 21 students were assigned to either an experimental or a control group in a pre- and post-test design. In the experimental group, the cockpit instruments were displayed on the participants’ demand to allow for the orientation of visual attention out of the cockpit. Three types of basic exercises were tested. Skills acquisition was measured while evaluating the ability to follow flight indications given by the instructor such as airspeed, and visual attention was measured by an eye tracker. All participants improved their performance after training. Compared with classic training, the DoD method allows participants to spend more time looking outside the cockpit without any impact on the subjective workload. This is a promising method for ab initio flight training.

Educational intervention to improve palliative care knowledge among informal caregivers of cognitively impaired older adults

2020 ◽  
pp. 1-9
Author(s):  
Hyunjin Noh ◽  
Lewis H. Lee ◽  
Chorong Won
Keyword(s):  
Older Adults ◽  
Palliative Care ◽  
Cognitive Impairment ◽  
Educational Intervention ◽  
Test Scores ◽  
Informal Caregivers ◽  
Cognitively Impaired ◽  
Significant Difference ◽  
Post Test ◽  
Seriously Ill

Abstract Objective Lack of palliative care knowledge among caregivers may pose an access barrier for cognitively impaired older adults, who may benefit from the specialized care. Therefore, this study aims to examine the effectiveness of an educational intervention in improving palliative care knowledge among informal caregivers of cognitively impaired older adults. Method Using a one-group, pre- and post-test intervention design, this study implemented an individual, face-to-face educational intervention with an informational brochure for 43 informal caregivers of chronically or seriously ill older adults (50+) with cognitive impairment, recruited from communities in West Alabama. Their level of knowledge about palliative care was assessed by the Palliative Care Knowledge Scale (PaCKS). The pre- and post-test scores were compared by the Wilcoxon signed-ranks test, and the racial subgroup (Whites vs. Blacks) comparison was made by the Mann–Whitney U test. Results There was a statistically significant difference between the pre- and post-test scores (z = 5.38, p < 0.001), indicating a statistically significant effect of the educational intervention in improving palliative care knowledge among participants. There was a significant difference (U = 143, p < 0.05) between Whites and Blacks in the pre-test, which, however, disappeared in the post-test (U = 173.50, p > 0.05), suggesting that the amount of increased PaCKS scores were significantly greater for Blacks (Mdn = 9.50) than for Whites (Mdn = 4.00, U = 130.50, p < 0.05). Significance of results This study demonstrated that a one-time educational intervention can improve the level of palliative care knowledge among informal caregivers of chronically or seriously ill older adults with cognitive impairment, particularly among Black caregivers. Therefore, further educational efforts can be made to promote palliative care knowledge and reduce racial disparities in palliative care knowledge and its use.

scholarly journals Do prior knowledge, model-observer similarity and social comparison influence the effectiveness of eye movement modeling examples for supporting multimedia learning?

2021 ◽  
Author(s):  
Marie-Christin Krebs ◽  
Anne Schüler ◽  
Katharina Scheiter
Keyword(s):  
Social Comparison ◽  
Prior Knowledge ◽  
Eye Movement ◽  
Multimedia Learning ◽  
Small Scale ◽  
Processing Strategies ◽  
Social Comparison Orientation ◽  
Knowledge Activation ◽  
Model Observer ◽  
Meta Analyses

AbstractWe investigated in an experiment with 180 university students the joint role of prior knowledge, alleged model competence, and social comparison orientation regarding the effectiveness of Eye Movement Modeling Examples (EMME) for supporting multimedia learning. EMME consisted of short videos with gaze replays of an instructed model demonstrating effective multimedia processing strategies. Participants were either instructed that the model in the EMME-videos was a successful learner (competent model) or another participant (peer model). Participants in a control condition received no EMME. Furthermore, we activated domain-relevant prior knowledge in half of the participants before watching the EMME. Against our expectations, we found no influence of either prior knowledge activation or model-observer similarity. As expected, our results indicated that EMME fostered multimedia learning. This was also supported by findings from small-scale meta-analyses that were conducted with the focus on the effect of EMME for multimedia learning and potential moderators of the effect. Moreover, results showed first evidence that social comparison orientation interacts with (alleged) model competence regarding the effectiveness of EMME. Further research is needed to follow up on the influence of individual factors as well as social cues on the effectiveness of EMME.

scholarly journals A Fast and Effective System for Analysis of Optokinetic Waveforms with a Low-Cost Eye Tracking Device

Healthcare ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 10
Author(s):  
Chong-Bin Tsai ◽  
Wei-Yu Hung ◽  
Wei-Yen Hsu
Keyword(s):  
Eye Movements ◽  
Eye Tracking ◽  
Eye Movement ◽  
Low Cost ◽  
Saccadic Eye Movements ◽  
Slow Phase ◽  
Eye Tracker ◽  
Effective System ◽  
Tracking Device ◽  
Traditional Approaches

Optokinetic nystagmus (OKN) is an involuntary eye movement induced by motion of a large proportion of the visual field. It consists of a “slow phase (SP)” with eye movements in the same direction as the movement of the pattern and a “fast phase (FP)” with saccadic eye movements in the opposite direction. Study of OKN can reveal valuable information in ophthalmology, neurology and psychology. However, the current commercially available high-resolution and research-grade eye tracker is usually expensive. Methods & Results: We developed a novel fast and effective system combined with a low-cost eye tracking device to accurately quantitatively measure OKN eye movement. Conclusions: The experimental results indicate that the proposed method achieves fast and promising results in comparisons with several traditional approaches.

scholarly journals Saliency-Based Gaze Visualization for Eye Movement Analysis

Sensors ◽  
2021 ◽  
Vol 21 (15) ◽  
pp. 5178
Author(s):  
Sangbong Yoo ◽  
Seongmin Jeong ◽  
Seokyeon Kim ◽  
Yun Jang
Keyword(s):  
Eye Movements ◽  
Visual Attention ◽  
Eye Movement ◽  
Visual Stimuli ◽  
Saliency Map ◽  
Gaze Behavior ◽  
The Gaze ◽  
Movement Data ◽  
Visual Clues ◽  
Human Visual Attention

Gaze movement and visual stimuli have been utilized to analyze human visual attention intuitively. Gaze behavior studies mainly show statistical analyses of eye movements and human visual attention. During these analyses, eye movement data and the saliency map are presented to the analysts as separate views or merged views. However, the analysts become frustrated when they need to memorize all of the separate views or when the eye movements obscure the saliency map in the merged views. Therefore, it is not easy to analyze how visual stimuli affect gaze movements since existing techniques focus excessively on the eye movement data. In this paper, we propose a novel visualization technique for analyzing gaze behavior using saliency features as visual clues to express the visual attention of an observer. The visual clues that represent visual attention are analyzed to reveal which saliency features are prominent for the visual stimulus analysis. We visualize the gaze data with the saliency features to interpret the visual attention. We analyze the gaze behavior with the proposed visualization to evaluate that our approach to embedding saliency features within the visualization supports us to understand the visual attention of an observer.

Information Processing vs Visual Attention during Incidental Learning

1976 ◽  
Vol 43 (2) ◽  
pp. 555-561 ◽  
Author(s):  
Richard A. Wyrick ◽  
Vincent J. Tempone ◽  
Jack Capehart
Keyword(s):  
Information Processing ◽  
Individual Differences ◽  
Visual Attention ◽  
Eye Movement ◽  
Discrimination Training ◽  
Incidental Learning ◽  
Intentional Learning ◽  
Order Information ◽  
Level Of Training ◽  
The Relationship

The relationship between attention and incidental learning during discrimination training was studied in 30 children, aged 10 to 11. A polymetric eye-movement recorder measured direct visual attention. Consistent with previous findings, recall of incidental stimuli was greatest during the initial and terminal stages of intentional learning. Contrary to previous explanations, however, visual attention to incidental stimuli was not related to training. While individual differences in attention to incidental stimuli were predictive of recall, attention to incidental stimuli was not related to level of training. Results suggested that changes in higher order information processing rather than direct visual attention were responsible for the curvilinear learning of incidental stimuli during intentional training.

Eye Movements as a Means to Evaluate Operation Interface of Flat Knitting Machine

2014 ◽  
Vol 607 ◽  
pp. 664-668
Author(s):  
Zhi Hui Liu ◽  
Sheng Ze Wang ◽  
Qiong Shen ◽  
Jia Jun Feng
Keyword(s):  
Eye Movements ◽  
Eye Movement ◽  
Objective Evaluation ◽  
Layout Design ◽  
Eye Tracker ◽  
Heat Maps ◽  
Machine Operation

This study investigates the characteristics of eye movements by operating flat knitting machine. For the objective evaluation purpose of the flat knitting machine operation interface, we arrange participants finish operation tasks on the interface, then use eye tracker to analyze and evaluate the layout design. Through testing of the different layout designs, we get fixation sequences, the count of fixation, heat maps, and fixation length. The results showed that the layout design could significantly affect the eye-movement, especially the fixation sequences and the heat maps, the count of fixation and fixation length are always impacted by operation tasks. Overall, data obtained from eye movements can not only be used to evaluate the operation interface, but also significantly enhance the layout design of the flat knitting machine.

Do Different Roles of Anesthesia Residents Improve Knowledge Retention after Non-Technical Skills Workshop?

2021 ◽  
Vol 104 (9) ◽  
pp. 1519-1527
Keyword(s):  
Test Scores ◽  
Linear Regression Analysis ◽  
Technical Skills ◽  
Knowledge Retention ◽  
University Hospital ◽  
Multivariate Linear Regression Analysis ◽  
Simulation Based ◽  
Post Test ◽  
Anesthesia Residents ◽  
Predictors Of Change

Objective: The authors assessed whether anesthesia residents who acted as a scenario creators would have better knowledge retention than their juniors 90 days after participating in a simulation-based anesthetists’ non-technical skills (ANTS) workshop. Materials and Methods: A prospective observational study via simulation ANTS workshop was conducted at a university hospital in southern Thailand in November 2017. Seven third-year post-graduate (PGY-3) residents volunteered as scenario creators, while the remaining anesthesia residents were randomly selected to participate in or observe three case scenarios, which were cardiac arrest, hypotension, and difficult ventilation. Resident’s knowledge was assessed before, immediately after, and 90 days after the workshop using a 20-item multiple-choice questionnaire. Predictors of change in knowledge scores were analyzed using multivariate linear regression analysis and presented as beta coefficient (β) and 95% confidence limits (CL). Results: Twenty-four anesthesia residents were recruited in the present study and included eight PGY-1, seven PGY-2, and nine PGY-3. The roles consisted of seven scenario creators, seven participants, and 10 observers. The overall immediate post-test and 90-day post-test scores increased significantly compared to the pre-test scores with a mean of 15.5 and 13.2 versus 11.7 (p<0.001 and p=0.007, respectively). The predictors of change in 90-day scores were PGY-3 versus PGY-1 (β 95% CL 4.0 [0.5 to 7.6], p=0.039), and role of participants and observers versus scenario creator (β 95% CL 5.5 [2.2 to 8.8] and 6.7 [2.8 to 10.6], p=0.004, respectively). Conclusion: Anesthesia residents who were participants or observers could improve their knowledge 90 days after a simulation-based ANTS workshop without necessarily being a scenario creator. Keywords: Anesthetists’ non-technical skill; Knowledge retention; Scenario creator; Simulation workshop

Instructions to attend to an observed action increase imitation in autistic adults

Autism ◽  
2019 ◽  
Vol 24 (3) ◽  
pp. 730-743 ◽  
Author(s):  
Emma Gowen ◽  
Andrius Vabalas ◽  
Alexander J Casson ◽  
Ellen Poliakoff
Keyword(s):  
Eye Movements ◽  
Visual Attention ◽  
Eye Movement ◽  
Hand Movement ◽  
Autistic Group ◽  
Instruction Condition ◽  
Following Instructions ◽  
Autistic Adults ◽  
Movement Imitation ◽  
Vertical Elevation

This study investigated whether reduced visual attention to an observed action might account for altered imitation in autistic adults. A total of 22 autistic and 22 non-autistic adults observed and then imitated videos of a hand producing sequences of movements that differed in vertical elevation while their hand and eye movements were recorded. Participants first performed a block of imitation trials with general instructions to imitate the action. They then performed a second block with explicit instructions to attend closely to the characteristics of the movement. Imitation was quantified according to how much participants modulated their movement between the different heights of the observed movements. In the general instruction condition, the autistic group modulated their movements significantly less compared to the non-autistic group. However, following instructions to attend to the movement, the autistic group showed equivalent imitation modulation to the non-autistic group. Eye movement recording showed that the autistic group spent significantly less time looking at the hand movement for both instruction conditions. These findings show that visual attention contributes to altered voluntary imitation in autistic individuals and have implications for therapies involving imitation as well as for autistic people’s ability to understand the actions of others.

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