The Effect of Cue Labeling in Multimedia Learning: Evidence From Eye Tracking

Cue labels are useful during multimedia learning. According to spatial contiguity principle, people learn more when related words and pictures are displayed spatially near one another. Well-arranged labels of multimedia material can greatly facilitate learning. This study used eye tracking to examine the joint influence of label size (large vs. small) and color (included vs. not) on multimedia learning. The results revealed that larger labels led to better retention test performance and a higher AOI glance count, but no cueing effect was found for color. Cues have a certain attention-leading function that promotes the learner remembering the content. These findings suggest that salient labels that provide explanatory information can guide learners’ attention and facilitate learning, though a combination of label size and color salience did not demonstrate a superior cueing effect.

Visual Attention and Color Cues for 6D Pose Estimation on Occluded Scenarios Using RGB-D Data

Recently, 6D pose estimation methods have shown robust performance on highly cluttered scenes and different illumination conditions. However, occlusions are still challenging, with recognition rates decreasing to less than 10% for half-visible objects in some datasets. In this paper, we propose to use top-down visual attention and color cues to boost performance of a state-of-the-art method on occluded scenarios. More specifically, color information is employed to detect potential points in the scene, improve feature-matching, and compute more precise fitting scores. The proposed method is evaluated on the Linemod occluded (LM-O), TUD light (TUD-L), Tejani (IC-MI) and Doumanoglou (IC-BIN) datasets, as part of the SiSo BOP benchmark, which includes challenging highly occluded cases, illumination changing scenarios, and multiple instances. The method is analyzed and discussed for different parameters, color spaces and metrics. The presented results show the validity of the proposed approach and their robustness against illumination changes and multiple instance scenarios, specially boosting the performance on relatively high occluded cases. The proposed solution provides an absolute improvement of up to 30% for levels of occlusion between 40% to 50%, outperforming other approaches with a best overall recall of 71% for the LM-O, 92% for TUD-L, 99.3% for IC-MI and 97.5% for IC-BIN.

When color coding backfires: A guidance reversal effect when learning with realistic visualizations

Digital learning increasingly makes use of realistic visualizations, although realism can be demanding for learners. Color coding is a popular way of helping learners understand visualizations and has been found to aid in learning with detailed visualizations. However, previous research has shown that color coding must not always be an effective aid, and that it even may reduce retention when used with simple visualizations. This study assessed whether the presence of color coding in learning tests has an effect after having learned using a detailed visualization that either featured color cues or one that did not. The results indicate that color coding helps learners the most if the learning tests also feature color coding. Importantly, learning with color-coded visualizations and being tested without color cues leads to the worst results in retention and transfer tests. Regarding transfer, color coding in the testing visualization boosts performance regardless of the presence of color cues in the learning phase. The results of this study challenge popular perspectives aiming at optimizing learning by removing potential sources of difficulty. Depending on the learning test, it may be more effective to keep a certain level of difficulty in the learning task when learning with digital media.

Lack of neophobic responses to color in a jumping spider that uses color cues when foraging (Habronattus pyrrithrix)

Chemically defended prey often advertise their toxins with bright and conspicuous colors. To understand why such colors are effective at reducing predation, we need to understand the psychology of key predators. In bird predators, there is evidence that individuals avoid novelty—including prey of novel colors (with which they have had no prior experience). Moreover, the effect of novelty is sometimes strongest for colors that are typically associated with aposematic prey (e.g., red, orange, yellow). Given these findings in the bird literature, color neophobia has been argued to be a driving force in the evolution of aposematism. However, no studies have yet asked whether invertebrate predators respond similarly to novel colors. Here, we tested whether naive lab-raised jumping spiders (Habronattus pyrrithrix) exhibit similar patterns of color neophobia to birds. Using color-manipulated living prey, we first color-exposed spiders to prey of two out of three colors (blue, green, or red), with the third color remaining novel. After this color exposure phase, we gave the spiders tests where they could choose between all three colors (two familiar, one novel). We found that H. pyrrithrix attacked novel and familiar-colored prey at equal rates with no evidence that the degree of neophobia varied by color. Moreover, we found no evidence that either prey novelty nor color (nor their interaction) had an effect on how quickly prey was attacked. We discuss these findings in the context of what is known about color neophobia in other animals and how this contributes to our understanding of aposematic signals.

Effects of Aging on Conditional Visuomotor Learning for Grasping and Lifting Eccentrically Weighted Objects

Explicit knowledge of object center of mass or CM location fails to guide anticipatory scaling of digit forces necessary for dexterous manipulation. We previously showed that allowing young adults to choose where to grasp the object entailed an ability to use arbitrary color cues about object CM location to gradually minimize object tilt across several trials. This conditional learning was achieved through accurate anticipatory modulation of digit position using the color cues. However, it remains unknown how aging affects the ability to use explicit color cues about object CM location to modulate digit placement for dexterous manipulation. We instructed healthy older and young adults to learn a manipulation task using arbitrary color cues about object CM location. Subjects were required to exert clockwise, counterclockwise, or no torque on the object according to the color cue and lift the object while minimizing its tilt. Older adults produced larger torque error during conditional learning trials, resulting in a slower rate of learning than young adults. Importantly, older adults showed impaired anticipatory modulation of digit position when information of the CM location was available via explicit color cues. The older adults also did not modulate their digit forces to compensate for this impairment. Interestingly, however, anticipatory modulation of digit position was intact in the same individuals when information of object CM location was implicitly conveyed from trial-to-trial. We discuss our findings in relation to age-dependent changes in processes and neural network essential for learning dexterous manipulation using arbitrary color cue about object property.

No evidence for proactive suppression: Enhancement of explicitly cued distractor features

Visual search benefits from advance knowledge of non-target features. However, it is unknown whether these negatively cued features are suppressed in advance (proactively) or during search (reactively). To test this, we presented color cues varying from trial-to-trial that predicted target or non-target colors. Experiment 1 (N=96) showed that both target and nontarget cues speeded search. To test whether attention proactively modified cued feature representations, in Experiment 2 (N=200), we interleaved color probe trials with search and had participants detect the color of a briefly presented ring that could either match the cued color or not. Interestingly, people detected both positively and negatively cued colors better than other colors, indicating that to-be-attended and to-be-ignored features were both proactively enhanced. These results demonstrate that nontarget features are not suppressed proactively, and instead support reactive accounts in which anticipated nontarget features are ignored via strategic enhancement.

Effect of Serving Plate Types and Color Cues on Liking and Purchase Intent of Cheese-Flavored Tortilla Chips

Foods’ overall liking (OL) and purchase intent (PI) are influenced by visual inputs, such as color cues and serving plate types. Cheese-flavored tortilla chips (CFTC) from two formulations (A and B) with a noticeable color difference (∆E = 4.81) were placed on different serving plates (plastic, foam, and paper) and presented monadically to N = 83 consumers using a randomized/balanced block design in two sessions. Consumers evaluated likings of overall visual quality, color, crunchiness, saltiness, overall flavor (OF), and OL using a 9-point-hedonic scale, attribute appropriateness on a 3-point-just-about-right (JAR) scale, and PI using a binomial (Yes/No) scale. Color differences between A and B influenced crunchiness and saltiness liking and perception, which together with OF liking and formulation, mainly determined OL of CFTC. Although having similar fracturability (N) and sodium content, formulation A had higher crunchiness and saltiness likings. PI was influenced by crunchiness, saltiness, and OF liking with 37, 49, and 60% increases in PI odds per liking-unit increase, respectively. Plate type had minimal effect on the sensory liking of CFTC. The brighter and less-yellow color of CFTC could positively influence liking of crunchiness and saltiness, which significantly contributed to OL and PI. These findings are useful to understand consumers’ acceptability and perception of foods when varying visual inputs.

Communicating evidence in icons and summary formats for policymakers: what works?

Policy decisions have vast consequences, but there is little empirical research on how best to communicate underlying evidence to decision-makers. Groups in diverse fields (e.g., education, medicine, crime) use brief, graphical displays to list policy options, expected outcomes and evidence quality in order to make such evidence easy to assess. However, the understanding of these representations is rarely studied. We surveyed experts and non-experts on what information they wanted and tested their objective comprehension of commonly used graphics. A total of 252 UK residents from Prolific and 452 UK What Works Centre users interpreted the meaning of graphics shown without labels. Comprehension was low (often below 50%). The best-performing graphics combined unambiguous metaphorical shapes with color cues and indications of quantity. The participants also reported what types of evidence they wanted and in what detail (e.g., subgroups, different outcomes). Users particularly wanted to see intervention effectiveness and quality, and policymakers also wanted to know the financial costs and negative consequences. Comprehension and preferences were remarkably consistent between the two samples. Groups communicating evidence about policy options can use these results to design summaries, toolkits and reports for expert and non-expert audiences.