Comparison of phoropter and trial frame-based von Graefe heterophoria measures in non-presbyopic participants

Background: There are several clinical techniques for the subjective measurement of heterophoria. In South Africa, von Graefe (VG) is a commonly used technique to quantify heterophoria using the phoropter.Purpose: The purpose of the study was to investigate the agreement of VG heterophoria measurement using the phoropter and a trial frame.Setting: The study was conducted at an Optometry Clinic, University of Limpopo, South Africa.Methods: Both distance and near horizontal and vertical heterophoria VG measurements were performed on 88 visually-normal university students using the phoropter and trial frame. The handheld rotary prism was used on the trial frame. The 95% limits of agreement in prism diopters were compared using the Bland-Altman statistical test.Results: For distance horizontal heterophoria, the VG means were 0.39 exophoria ± 2.0Δ and 0.38 exophoria ± 1.8Δ with the phoropter and trial frame respectively. The means for near horizontal heterophoria were 3.69 exophoria ± 3.3Δ and 4.13 exophoria ± 3.27Δ with the phoropter and trial frame. For the vertical heterophoria at distance, the means and standard deviations were 0.18 hyperphoria ± 0.74 and 0.13 hyperphoria ± 0.07Δ, while at near vision they were 0.03 hyperphoria ± 0.71 and 0.07 hyperphoria ± 0.71Δ, respectively.Conclusion: Measurement of VG heterophoria testing using the phoropter and trial frame showed a high level of agreement for both distance and near vision performed through the phoropter and a trial frame. For clinical and research purposes, the phoropter and trial frame can be used interchangeably for measuring heterophoria.

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

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.

Emotional and motivational readiness of six-years-olds to start school – measurement with IDS Intelligence and Development Scales and subjective assessment of mothers

Currently, in research on school readiness of children, more and more attention is paid to the socio-emotional competences of children, as well as looking for factors positively correlating with high results obtained in standardized tests. The aim of the study was to determine the emotional and motivational level of school readiness of 6-year-old children based on objective measurement using the Intelligence and Development Scales (IDS) and subjective measurement in the assessment of children’s mothers, using the “Parental Readiness Assessment Questionnaire”, based on IDS in terms of content, as well as determining the mutual relationship of results and the significance of controlled variables. 56 mothers and their children (aged 6;2–6;11 years old) were examined. Objective measurement showed average school readiness of children, subjective measurement – high. Correlations between them was on the verge of low, there was little correlation between the subscales of persistence and satisfaction with children’s achievements. For selected results, the parents’ education and age of children were significant.