Degree Of Cognitive Load Research Articles

Discovering the distribution of attention in destination marketing using 360° video: the eye-tracking study

Virtual tours in 360° video format are a modern way to destination marketing. The relevance of the study of innovative ways of promoting territories is determined by the process of digitalization of the economy and the high prevalence of digital communications. The scientific problem addressed in this study is to examine the effectiveness of 360° video in the marketing of territories in order to determine its impact on consumers and assess the emotional attitude to the territory. The present study used eye-tracking technology to analyze patterns of attention distribution, which are related to the level of knowledge about territories, while watching a 360° video showcasing to these territories. The scientific novelty of this study is a consideration of attention distribution features using eye-tracking technology while watching a 360° video in the context of territory marketing. The sample consisted of 30 students from Switzerland and Russia and the study was conducted in two countries. The objective of the study was to identify differences in eye movements when watching a 360° video in groups of people with different degrees of awareness of Switzerland. The results showed that the average duration per fixation was significantly longer in the Russian group, as was the degree of cognitive load, compared to the Swiss group. The Swiss group required more time to fixate their gaze on large objects, while the amount of the objects which were observed significantly decreased in both groups in the last part of the video. The results of the study can be used as recommendations for the creation and effective use of 360° video in the marketing of territories.

Designing Computer Games to Teach Finance and Technical Concepts in an Online Learning Context: Potential and Effectiveness

Designing computer games to educate students is not a new technique. Not all disciplines, however, embed the same degree of cognitive load, and not all game design approaches are appropriate across contexts. Teaching technical business disciplines, such as finance, using a game imposes specific challenges, especially when the subject is offered online and to students who may not be from relevant technical backgrounds. However, there has only been limited attention concerning the use of game-based learning (GBL) for teaching finance at the higher education level, especially when delivered online. This article explores the potential of GBL to teach finance at an Australian university. We further present the outcomes of a survey of students’ experiences concerning the unique business simulation tool. The results reveal that while a game-based intervention can positively affect students’ learning in a technical discipline, such as finance, the design also needs to be such that the players can relate the experience to learning goals and practical needs for satisfactory outcomes. A defining aspect of this research is using Bayesian analysis, capable of gaining insights irrespective of sample size, yet not widely used in the higher education research area in favour of the frequentist analysis. Bayesian analysis shows a high probability of the educational game achieving positive or satisfactory ratings. Further, two aspects of a game—functionalities and usability and perception of impact—are particularly noted to influence the game’s overall rating. Overall, the outcomes from this research call for careful consideration of the learners’ requirements and capability towards ensuring an enjoyable outcome rather than just focusing on a game’s content or context.

Classifying Cognitive Load and Driving Situation with Machine Learning

 Abstract—This paper classifies a driver's cognitive state in real driving situations to improve the in-vehicle information service that judges a user's cognitive load and driving situation. We measure the driver's eye movement and collect driving sensor data such as braking, acceleration, and steering angles that are used to classify the driver's state. A set of data about the driver's degree of cognitive load, regarded as a training set, is obtained from steering operation and task cognition. Given such information, we use a machine-learning method to classify the driver's cognitive load. We achieved reasonable accuracy in certain driving situations in which the driver moves abnormally for an appropriate service supporting safe driving. surrounding situation, the range of eye movement may increase because the driver's cognitive load has increased. This means that a high cognitive load and a change of eye movement are related. Eye movement is used in the field of physiological psychology for clarifying control (1). It is directly related to perception and can be considered an indication of mental load. Driving a car requires prediction of the surrounding environment and is influenced by the situation. Therefore, a user's cognitive load can be classified using these features. To do this, we measure the driver's eye movement and gather driving data such as accelerator use, braking, and steering. This paper takes a machine-learning approach to the above cognitive state identification problem in a realistic car-driving task. We set up cognitive loads according to the steering-entropy method (2) and a definition of the task cognition situation. This paper is organized as follows. Section II presents related works. Section III defines cognitive load. Section IV describes our classification model for cognitive load. Section V presents a performance evaluation. The final section provides conclusions.

Relation of pupil response and degree of cognitive load

Relation of pupil response and degree of cognitive load

Response latencies in auditory sentence comprehension: Effects of linguistic versus perceptual challenge.

Older adults with good hearing and with mild-to-moderate hearing loss were tested for comprehension of spoken sentences that required perceptual effort (hearing speech at lower sound levels), and two degrees of cognitive load (sentences with simpler or more complex syntax). Although comprehension accuracy was equivalent for both participant groups and for young adults with good hearing, hearing loss was associated with longer response latencies to the correct comprehension judgments, especially for complex sentences heard at relatively low amplitudes. These findings demonstrate the need to take into account both sensory and cognitive demands of speech materials in older adults' language comprehension.

Visuell evozierte Potentiale und Hemisphärendifferenzen: Zur funktionellen Bedeutung homologer Regionen

A total of 18 right handed subjects participated in an experiment, in which visually evoked potentials were recorded from four scalp electrodes (01, 02 and P3, P4) when words or flashes of diffuse light were presented as stimuli. The evoked potentials were subdivided into three components, an early component (Komp1, 0-150 ms) and two late components (Komp2, 150-300 and Komp3, 300-450 ms). For each of these components and for each subject, correlations were computed between different recording sites. The results show that homologous correlations (01:02, P3:P4) yield values, which are significantly higher than the values of the intra- (01:P3, 02:P4) and diagonal interhemispheric (01:P4, 02:P3) correlations. This result, which holds true for all of the three components in a similar way, is independent from the type of presented stimuli. In contrast to homologous correlations, intra- and diagonal interhemispheric correlations do vary as a function of stimulus type and different components as well. Here, the results show that the degree of correlation between different recording sites is positively related to the degree of cognitive load: with increasing cognitive load, the degree of synchronous neural activity increases. Homologous correlations are independent from the type of stimuli (words and pictures) and from the type of VEP-components (Komp1, 2, and 3) as well. Thus, it can be concluded that homologous correlations reflect attentional rather then cognitive processes.