High Cognitive Load Research Articles

Harnessing open science practices to teach ecology and evolutionary biology using interactive tutorials.

Open science skills are increasingly important for a career in ecology and evolutionary biology (EEB) as efforts to make data and analyses publicly available continue to become more commonplace. While learning core concepts in EEB, students are also expected to gain skills in conducting open science to prepare for future careers. Core open science skills like programming, data sharing, and practices that promote reproducibility can be taught to undergraduate students alongside core concepts in EEB. Yet, these skills are not always taught in biology undergraduate programs, and a major challenge in developing open science skills and learning EEB concepts simultaneously is the high cognitive load associated with learning multiple disparate concepts at the same time. One solution is to provide students with easily digestible, scaffolded, pre-formatted code in the form of vignettes and interactive tutorials. Here, we present six open source teaching tutorials for undergraduate students in EEB. These tutorials teach fundamental ecological concepts, data literacy, programming (using R software), and analysis skills using publicly available datasets while introducing students to open science concepts and tools. Spanning a variety of EEB topics and skill levels, these tutorials serve as examples and resources for educators to integrate open science tools, programming, and data literacy into teaching EEB at the undergraduate level.

A Bayesian active learning approach to comparative judgement within education assessment

Assessment is a crucial part of education. Traditional marking is a source of inconsistencies and unconscious bias, placing a high cognitive load on the assessors. One approach to address these issues is comparative judgement (CJ). In CJ, the assessor is presented with a pair of items of work, and asked to select the better one. Following a series of comparisons, a rank for any item may be derived using a ranking model, for example, the Bradley-Terry model, based on the pairwise comparisons. While CJ is considered to be a reliable method for conducting marking, there are concerns surrounding its transparency, and the ideal number of pairwise comparisons to generate a reliable estimation of the rank order is not known. Additionally, there have been attempts to generate a method of selecting pairs that should be compared next in an informative manner, but some existing methods are known to have created their own bias within results inflating the reliability metric used within the process. As a consequence, a random selection approach is usually deployed.In this paper, we propose a novel Bayesian approach to CJ (which we call BCJ) for determining the ranks of a range of items under scrutiny alongside a new way to select the pairs to present to the marker(s) using active learning, addressing the key shortcomings of traditional CJ. Furthermore, we demonstrate how the entire approach may provide transparency by providing the user insights into how it is making its decisions and, at the same time, being more efficient. Results from our synthetic experiments confirm that the proposed BCJ combined with entropy-driven active learning pair-selection method is superior (i.e. always equal to or significantly better) than other alternatives, for example, the traditional CJ method with differing selection methods such as uniformly random, or the popular no repeating pairs where pairs are selected in a round-robin fashion. We also find that the more comparisons that are conducted, the more accurate BCJ becomes, which solves the issue the current method has of the model deteriorating if too many comparisons are performed. As our approach can generate the complete predicted rank distribution for an item, we also show how this can be utilised in probabilistically devising a predicted grade, guided by the choice of the assessor. Finally, we demonstrate our approach on a real dataset on assessing GCSE (UK school-level) essays, highlighting the advantages of BCJ over CJ.

The Effect of Icon Color Combinations in Information Interfaces on Task Performance under Varying Levels of Cognitive Load

In human–computer interaction interfaces, icons serve as highly symbolic elements that convey information and significantly influence the performance of visual search and other tasks. Thus, the selection of appropriate colors plays a crucial role in the design of human–computer interfaces. This study aimed to investigate the effects of icon color combinations on human visual search task performance across various cognitive load conditions. The experiment was divided into two parts, involving a cognitive load test experiment and an icon search task, wherein the former required participants to select the target icon from 16 de-colored icons, and the latter involved selecting the target icon from 16 color combinations of 8 colors (background colors: black, red, blue, and purple; foreground colors: white, yellow, green, and turquoise). A total of 20 participants (11 females and 9 males, all aged between 18 and 24 years) were recruited for this experiment to perform both tasks sequentially. Through a comprehensive consideration of factors such as the NASA-TLX scale, retrieval time, etc., the experimental results revealed that cognitive load increased with time pressure, resulting in varying optimal color combinations for different cognitive load levels. Additionally, background colors did not affect task response time under different cognitive loads, whereas white foreground color was superior to turquoise foreground color in a medium cognitive load environment. Meanwhile, our results recommend prioritizing white-on-black as the preferred color combination, given that it demonstrated excellent cognitive performance in all three cognitive load environments. Conversely, white-on-blue is not recommended as a color combination for the design of high cognitive load environments. Concerning medium cognitive load environments, yellow-on-red or white-on-purple color combinations were preferred. Finally, in low cognitive load environments, white-on-purple is recommended as the primary color combination. Overall, this study provides a theoretical reference for the future design of interactive interface icons across various contexts.

Examining the Influence of Cognitive Load and Environmental Conditions on Autonomic Nervous System Response in Military Aircrew: A Hypoxia-Normoxia Study.

Executing flight operations demand that military personnel continuously perform tasks that utilize low- and high-order cognitive functions. The autonomic nervous system (ANS) is crucial for regulating the supply of oxygen (O2) to the brain, but it is unclear how sustained cognitive loads of different complexities may affect this regulation. Therefore, in the current study, ANS responses to low and high cognitive loads in hypoxic and normoxic conditions were evaluated. The present analysis used data from a previously conducted, two-factor experimental design. Healthy subjects (n = 24) aged 19 to 45 years and located near Fort Novosel, AL, participated in the parent study. Over two, 2-h trials, subjects were exposed to hypoxic (14.0% O2) and normoxic (21.0% O2) air while simultaneously performing one, 15-min and one, 10-min simulation incorporating low- and high-cognitive aviation-related tasks, respectively. The tests were alternated across five, 27-min epochs; however, only epochs 2 through 4 were used in the analyses. Heart rate (HR), HR variability (HRV), and arterial O2 saturation were continuously measured using the Warfighter MonitorTM (Tiger Tech Solutions, Inc., Miami, FL, USA), a previously validated armband device equipped with electrocardiographic and pulse oximetry capabilities. Analysis of variance (ANOVA) regression models were performed to compare ANS responses between the low- and high-cognitive-load assessments under hypoxic and normoxic conditions. Pairwise comparisons corrected for familywise error were performed using Tukey's test within and between high and low cognitive loads under each environmental condition. Across epochs 2 through 4, in both the hypoxic condition and the normoxic condition, the high-cognitive-load assessment (MATB-II) elicited heightened ANS activity, reflected by increased HR (+2.4 ± 6.9 bpm) and decreased HRV (-rMSSD: -0.4 ± 2.7 ms and SDNN: -13.6 ± 14.6 ms). Conversely, low cognitive load (ADVT) induced an improvement in ANS activity, with reduced HR (-2.6 ± 6.3 bpm) and increased HRV (rMSSD: +1.8 ± 6.0 ms and SDNN: vs. +0.7 ± 6.3 ms). Similar observations were found for the normoxic condition, albeit to a lower degree. These within-group ANS responses were significantly different between high and low cognitive loads (HR: +5.0 bpm, 95% CI: 2.1, 7.9, p < 0.0001; rMSSD: -2.2 ms, 95% CI: -4.2, -0.2, p = 0.03; SDNN: -14.3 ms, 95% CI: -18.4, -10.1, p < 0.0001) under the hypoxic condition. For normoxia, significant differences in ANS response were only observed for HR (+4.3 bpm, 95% CI: 1.2, 7.4, p = 0.002). Lastly, only high cognitive loads elicited significant differences between hypoxic and normoxic conditions but just for SDNN (-13.3 ms, 95% CI, -17.5, -8.9, p < 0.0001). Our study observations suggest that compared to low cognitive loads, performing high-cognitive-load tasks significantly alters ANS activity, especially under hypoxic conditions. Accounting for this response is critical, as military personnel during flight operations sustain exposure to high cognitive loads of unpredictable duration and frequency. Additionally, this is likely compounded by the increased ANS activity consequent to pre-flight activities and anticipation of combat-related outcomes.

A Review of Childhood Developmental Changes in Attention as Indexed in the Electrical Activity of the Brain.

This review aims to present age-related changes in the neuroelectric responses of typically developing children (TDC) who are presumed to meet developmental stages appropriately. The review is based on findings from the frequently used neuropsychological tasks of active attention, where attention is deliberately focused versus passive attention where attention is drawn to a stimulus, facilitatory attention, which enhances the processing of a stimulus versus inhibitory attention, which suppresses the processing of a stimulus. The review discusses the early and late stages of attentional selectivity that correspond to early and late information processing. Age-related changes in early attentional selectivity were quantitatively represented in latencies of the event-related potential (ERP) components. Age-related changes in late attentional selectivity are also qualitatively represented by structural and functional reorganization of attentional processing and the brain areas involved. The purely bottom-up or top-down processing is challenged with age-related findings on difficult tasks that ensure a high cognitive load. TDC findings on brain oscillatory activity are enriched by findings from attention deficit hyperactivity disorder (ADHD). The transition from the low to fast oscillations in TDC and ADHD confirmed the maturational lag hypothesis. The deviant topographical localization of the oscillations confirmed the maturational deviance model. The gamma-based match and utilization model integrates all levels of attentional processing. According to these findings and theoretical formulations, brain oscillations can potentially display the human brain's wholistic-integrative functions.

Solving the global STEM educational crisis using Cognitive Load Optimization and Artificial Intelligence–A preliminary comparative analysis

There is a persistent STEM educational crisis exemplified by low student enrolments, and both high failure and attrition rates. ChatGPT is easy to use, however pedagogical quality is not necessarily assured. In one experiment the output had a high cognitive load exacerbated by cognitive gaps making the material hard to teach and learn. ChatGPT is a useful pedagogical technology but not a learning theory. Science, technology and engineering all start by quantitatively modelling systems in order to make accurate and quantitative predictions prior to construction or system modification. By contrast, the current learning theories in use today are based on qualitative soft-science principles, with subjective guidelines that are open to interpretation, which can lead to wide variations in the quality of instructional materials and learning outcomes. Cognitive Load Optimization (CLO) is a new Science of Learning (SoL) theory that quantitatively models relational knowledge as coherent, contiguous, pedagogically scalable schemas optimized for the lowest cognitive load. CLO schemas represent the easiest, fastest and most efficient learning paths and are the fundamental basis of instructional design and teaching. Because CLO schemas are pedagogically scalable it is possible to create CLO schemas that are contiguous across different educational levels (school, college and university) thereby uniquely meeting the goals of the American National Science Foundation SoL (‘optimized learning for all’) and the Australian Grattan Institute (‘optimized learning from pre-school to university’). Using CLO results in significant improvements in STEM learning outcomes but is a detailed methodology that can be time consuming to use. The relative advantages and disadvantages of ChatGPT and CLO are highlighted.

Ironic processes of concentration and suppression under pressure: A study on rifle shooting in Norwegian elite biathletes.

This study examined how priming attentional and negative cues affected participants' shooting performances toward ironic error targets under cognitive load conditions in Stroop task across two experiments. Semi-elite biathletes (Experiment 1, n = 10; Experiment 2, n = 9) participated in the study. The study used a within-subject quasi-experimental design, particularly a one-way repeated measures multivariate analysis of variance and a 2 × 2 fully repeated measures analysis of variance, to determine the participants' hit rates and shooting response times (RTs). In both experiments, the participants completed the reverse-Stroop-based target shooting performance under low- and high-cognitive load conditions while receiving frequent priming attentional and negative cues. The findings from Experiment 1 suggest that regulating repetitive priming attentional thoughts is efficacious in mitigating the likelihood of ironic performance errors and interference effects. The results of Experiment 2 show that repetitive priming negative cues resulted in negligible ironic error hit rates and slower RTs in target hits under high-cognitive load conditions. The Bayesian analyses provided evidence supporting the null hypotheses. Trying to control repetitive priming attentional and negative thoughts reduces ironic performance errors to a similar degree under cognitive load conditions among biathletes, regardless of interference effects. Further research is needed to determine the effectiveness of suppressing task-relevant negative instructions in reducing the likelihood of ironic performance errors under pressure.

Research on the Design of Online Course Teaching Interfaces and Knowledge Presentation Methods under Balanced Cognitive Load

This paper aims to explore the impact of high or low cognitive load on learners' learning effectiveness during the online learning process, as well as to achieve the goal of learners efficiently completing online learning tasks. Based on the theory of balanced cognitive load, the paper delves into the factors that may cause changes in learners' cognitive load within online courses. Through methods such as in-depth user interviews, negative experience points in the online learning process were collected and a detailed analysis of the corresponding types of cognitive load was conducted. The PAAS scale was utilized for the measurement and assessment of cognitive load, determining the extent of cognitive load at each negative experience point. In response to the issues identified, the paper proposes strategies to improve or eliminate learners' negative touchpoints from the following aspects: first, optimizing the hierarchical design of the instructional interface; second, implementing multi-channel information input; third, reinforcing the guidance of key information; and fourth, split-attention effect. These measures are intended to optimize the presentation of information on the instructional interface, reduce the cognitive burden on learners, and thereby enhance their cognitive validity, ensuring the efficiency of online learning.

EM-COGLOAD: An investigation into age and cognitive load detection using eye tracking and deep learning

Alzheimer’s Disease is the most prevalent neurodegenerative disease, and is a leading cause of disability among the elderly. Eye movement behaviour demonstrates potential as a non-invasive biomarker for Alzheimer’s Disease, with changes detectable at an early stage after initial onset. This paper introduces a new publicly available dataset: EM-COGLOAD (available at https://osf.io/zjtdq/, DOI: 10.17605/OSF.IO/ZJTDQ). A dual-task paradigm was used to create effects of declined cognitive performance in 75 healthy adults as they carried out visual tracking tasks. Their eye movement was recorded, and time series classification of the extracted eye movement traces was explored using a range of deep learning techniques. The results of this showed that convolutional neural networks were able to achieve an accuracy of 87.5% when distinguishing between eye movement under low and high cognitive load, and 76% when distinguishing between the oldest and youngest age groups.

A study on the impact of full eco-smart home on the cognitive load and perceptual needs of elderly users

In the context of the digital era, the factors influencing the cognitive load of the full ecological smart home on the elderly are mostly interconnected. Most existing studies have conducted single correlation analyses, ignoring the fact that cognitive load is the result among multiple interactions of multiple factors. Furthermore, the color, material and Finishing of the product design can also impact on the user’s perceptual needs. Therefore, exploring the grouping dynamics of cognitive load and users’ perceptual needs for color (C), material (M), and Finishing (F) of smart products can provide insights for inclusive design of smart homes. The article analyzes the asymmetric multiple concurrent causal effects of full ecological smart homes on the cognitive load of the elderly from a histological perspective using fuzzy set Qualitative Comparative Analysis (fsQCA) based on the four elements of Innovation Diffusion Theory. At the same time, principal component analysis and quantitative theory I class method are used to explore the quantitative relationship between color, material, Finishing and users’ perceptual imagery of the product. The results of the study showed that there were no necessary conditions leading to high or low cognitive load in the fsQCA analysis, indicating that the problem was the result of the interaction of multiple conditions, and the final analysis yielded three histological pathways leading to low cognitive load and one pathway leading to high load in older adults. Moreover, the study identifies the combination of colors, materials, and finishes that best represent user preferences. This study establishes a dialogue between theory, results, and cases in analyzing of the group dynamics of the impact of full ecological smart homes on the cognitive load of the elderly. It provides a theoretical basis for the development of digital inclusion enhancement strategies.

The use of cognitive load theory to assist in the teaching of electrocardiogram interpretation within paramedical science education.

Paramedics are expected to record electrocardiograms (ECGs) as part of their clinical assessment; however, it is an extremely difficult skill to learn and understand as it has a high intrinsic cognitive load which can also be challenging to teach effectively. This article will explore the use of cognitive load theory to assist in the teaching of ECG interpretation within the context of paramedical education. Cognitive load theory can be useful to aid teaching within complex medical and health science domains including clinical skills teaching. The application of cognitive load theory to the teaching of ECG interpretation can be useful as it allows for the development of understanding, building schemata linking information currently being learned to knowledge already gained within the long-term memory, which can maximise germane load by the appropriate selection of intrinsic load, minimising extraneous load therefore not overloading the working memory.

Cognitive Load and Mixed Strategies: On Brains and Minimax

It is well known that laboratory subjects often do not play mixed strategy equilibria games according to the theoretical predictions. However, little is known about the role of cognition in these strategic settings. We therefore conduct an experiment where subjects play a repeated hide and seek game against a computer opponent. Subjects play with either fewer available cognitive resources (high cognitive load treatment) or with more available cognitive resources (low cognitive load treatment). Surprisingly, we find some evidence that subjects in the high load treatment earn more than subjects in the low treatment. However, we also find that subjects in the low treatment exhibit a greater rate of increase in earnings across rounds, thus suggesting more learning. Our evidence is consistent with subjects in the low load treatment over-experimenting. Further, while we observe that subjects do not mix in the predicted proportions and that their actions exhibit serial correlation, we do not find strong evidence these are related to their available cognitive resources. This suggests that the standard laboratory deviations from the theoretical predictions are not associated with the availability of cognitive resources. Our results shed light on the extent to which cognitive resources affect (and do not affect) behavior in games with mixed strategy equilibria.

Feasibility and Acceptability of Implementing a Job Search Intervention for Adults With Visual Impairments via Videoconferencing.

Research supports the benefits of job search interventions in improving employment outcomes for various populations, but previous studies involved face-to-face implementation and did not include adults with visual impairments. The purpose of this study was to investigate the feasibility and acceptability of a job search intervention designed for synchronous distance implementation with adults with visual impairments. Two trainers implemented a 5-day job search skills training program with 12 job seekers with visual impairments, ages 22 to 63 years, via Zoom videoconferencing software. Researchers documented participant attendance and intervention fidelity during the program. Participants completed electronic surveys that included quantitative measures of cognitive load and acceptability, plus open-ended questions about their overall perceptions of the program. Attendance, intervention fidelity, and germane cognitive load were high, whereas intrinsic and extraneous cognitive load were low. Most implementation issues resulted from participants' technical difficulties, which were most prevalent on the first day. Acceptability ratings indicated high levels of engagement; relevance; interactivity; and satisfaction with the trainers, group processes, and virtual format. Participants commented on many positive aspects of the program, and some acknowledged the technical issues that occurred. The results support the acceptability and feasibility of the job search intervention. The trainers successfully implemented the program via videoconferencing with adults with visual impairments and developed a positive group atmosphere with high social support. Our findings have implications for facilitating group interventions through videoconferencing, including strategies for building group cohesion and social support.

Altered Lateral Prefrontal Cortex Functioning During Emotional Interference Resistance Is Associated With Affect Lability in Adults With Persisting Symptoms of Attention-Deficit/Hyperactivity Disorder From Childhood

BackgroundAttention-deficit/hyperactivity disorder (ADHD) is a common neurodevelopmental disorder characterized by inattention and/or impulsivity/hyperactivity. ADHD, especially when persisting into adulthood, often includes emotional dysregulation, such as affect lability; however, the neural correlates of emotionality in adults with heterogeneous ADHD symptom persistence remain unclear. MethodsThe present study sought to determine shared and distinct functional neuroanatomical profiles of neural circuitry during emotional interference resistance using the emotional face n-back task in adult participants with persisting (n = 47), desisting (n = 93), or no (n = 42) childhood ADHD symptoms while undergoing functional magnetic resonance imaging. ResultsParticipants without any lifetime ADHD diagnosis performed significantly better (faster and more accurately) than participants with ADHD diagnoses on trials with high cognitive loads (2-back) that included task-irrelevant emotional distractors, tapping into executive functioning and emotion regulatory processes. In participants with persisting ADHD symptoms, more severe emotional symptoms were related to worse task performance. Heightened dorsolateral and ventrolateral prefrontal cortex activation was associated with more accurate and faster performance on 2-back emotional faces trials, respectively. Reduced activation was associated with greater affect lability in adults with persisting ADHD, and dorsolateral prefrontal cortex activation mediated the relationship between affect lability and task accuracy. ConclusionsThese findings suggest that alterations in dorsolateral prefrontal cortex function associated with greater interference in cognitive processes from emotion could represent a marker of risk for problems with emotional dysregulation in individuals with persisting ADHD and thus represent a potential therapeutic target for those with greater emotional symptoms of ADHD.

Limitations and opportunities for the appropriation of the Mediterranean diet in Chilean adults with diagnostic elements of metabolic syndrome

Background: a healthy food intake pattern, specifically the Mediterranean diet (MedDiet), is a factor associated with reduced risk, lower prevalence, and better management of chronic diseases. However, there is limited information regarding how patients integrate proposals for adherence to this food pattern in their daily lives. Objective: to identify factors and conditions that influence adherence to the MedDiet in Chile. Methods: an exploratory qualitative study was applied in 35 to 65-year-old patients of both sexes who presented at least one diagnostic criterion of metabolic syndrome (MetS). Through in-depth interviews and focal groups, knowledge, assessment, attitudes, and practices associated with changes and maintenance of healthy eating habits, with emphasis on the MedDiet, were investigated. Information analysis was carried out under the grounded theory approach using the ATLAS.ti software. Results: participants recognized the value of healthy eating, including the MedDiet, but declared low knowledge (identification of single foods items) together with facilitators (variety of ingredients) and limiting factors (taste, availability/cost of some items, family dynamics) for its routine adoption. In addition, change in eating habits generates a high initial cognitive and emotional load that requires not only individual but also relational effort as it implies modifications of family and collective practices. Conclusions: information obtained on barriers and opportunities to adhere to healthy eating such as the MedDiet is key to design and implement nutritional interventions based on this food pattern and that can be sustainable in time for chronic disease management in Chile.

Effects of Cognitive and Physical Load of Acute Exercise on Inhibitory Control and Prefrontal Cortex Hemodynamics in Children.

Evidence suggests that acute exercise benefits inhibitory control, but it remains unclear how physical and cognitive load influence this ability in preadolescent children, when faced with different types of distractors. We examined their moderating effects along with changes in prefrontal cortex hemodynamics. Using a crossover design, 29 participants completed 10 min of exercise (with an interactive training wall) at 1) low physical and low cognitive load, 2) low physical and high cognitive load, 3) high physical and low cognitive load, and 4) high physical and high cognitive load in a randomized order. Before and after each condition, they performed a Standard and Affective Stroop task. During both tasks, the lateral oxygenation difference in the prefrontal cortex was measured by using functional near-infrared spectroscopy. For the Standard Stroop task, there was no effect of physical and cognitive load on performance. In contrast, exercise with low compared with high cognitive load was associated with a greater reduction of reaction time and increase in accuracy on the Affective Stroop task. This was accompanied by a decrease in lateral oxygenation difference on trials with low inhibitory control demands. Acute exercise with low compared with high cognitive demand benefits the ability to resolve emotional conflict, but the control over inhibition of nonemotional information remains unaffected. This effect of cognitive load is complemented by an increased efficiency of the left prefrontal cortex, when no emotional conflict resolution is required.

Reasoning More Efficiently with Primary Knowledge Despite Extraneous Cognitive Load.

Geary's evolutionary approach in educational psychology differentiates between primary (low cognitive costs and motivational advantage) and secondary knowledge (high cognitive costs and no motivational benefit). Although these features have been well demonstrated in previous work, the underlying mechanisms remain unclear. To investigate it, in a reasoning task, the present study varies (i) the content of the problems (primary knowledge vs. secondary; e.g., food vs. grammar rules), (ii) the intrinsic cognitive load (conflict or non-conflict syllogism, the former requiring more cognitive resources to be properly processed than the latter) and (iii) the extraneous cognitive load (via a Dot Memory Task with three modalities: low, medium and high cognitive load). Analyses assessed the influence of these variables on performance, problem solving speed and perceived cognitive load. Results confirmed the positive impact of primary knowledge on efficiency, particularly when intrinsic cognitive load was high. Surprisingly, the extraneous cognitive load did not influence the performance in secondary knowledge content but that in primary knowledge content: the higher the additional load was, the better the performance was, only for primary knowledge and especially for syllogisms with high intrinsic load. Findings support evolutionary theory as secondary knowledge would overload cognitive resources, preventing participants from allocating sufficient resources to solve problems. Primary knowledge would allow participants to process the additional load and to increase their performance despite this. This study also raises the hypothesis that a minimum cognitive load is necessary for participants to be invested in the task.

Research trends of game‐based language learning in K‐12 education: A systematic review of SSCI articles during 2009–2022

AbstractBackgroundWhile game‐based language learning (GBLL) in K‐12 education has received considerable attention, little is still known about its state‐of‐the‐art research trends over the last decade, necessitating a systematic review on its theoretical frameworks, instructional activities and research findings.ObjectivesTo fill the gap, drawing on the revised technology‐based learning model, this study aims to conduct a systematic review on the trends of GBLL for K‐12 education in terms of theoretical frameworks, participants, methodology, game genres, instructional activities and application effectiveness.MethodsBased on the proposed criteria, 83 Social Science Citation Index (SSCI) articles pertaining to GBLL in K‐12 education published during 2009–2022 were finalised for data analysis.Results and conclusionsThe results showed that (1) most GBLL studies adopted cognitive and social frameworks, including flow theory, situated learning and socio‐cultural theory; (2) the most common participants were primary school students, and the most common languages were English as a foreign language (EFL) learning; (3) quantitative methods were frequently adopted, with a particular eye on tests, questionnaires and experimental design; (4) the most common game genre was tutorial games; (5) pre‐game instructional activities, such as gameplay training and lecture, were mostly implemented in K‐12 contexts; (6) benefits such as enhancing four language skills and communicative competence and improving learners' attitudes were reported. However, according to the results, technical issues, unhelpful partners, difficult learning tasks and high cognitive load were the most frequently reported drawbacks.ImplicationsPedagogical implications for teachers, designers and researchers in GBLL were referred from the results of the study.

Methylphenidate Ameliorates Behavioural and Neurobiological Deficits in Executive Function for Patients with Chronic Traumatic Brain Injury

(1) Background: Traumatic brain injury (TBI) often results in cognitive impairments, including in visuospatial planning and executive function. Methylphenidate (MPh) demonstrates potential improvements in several cognitive domains in patients with TBI. The Tower of London (TOL) is a visuospatial planning task used to assess executive function. (2) Methods: Volunteers with a history of TBI (n = 16) participated in a randomised, double-blinded, placebo-controlled, fMRI study to investigate the neurobiological correlates of visuospatial planning and executive function, on and off MPh. (3) Results: Healthy controls (HCs) (n = 18) and patients on placebo (TBI-placebo) differed significantly in reaction time (p &lt; 0.0005) and accuracy (p &lt; 0.0001) when considering all task loads, but especially for high cognitive loads for reaction time (p &lt; 0.001) and accuracy (p &lt; 0.005). Across all task loads, TBI-MPh were more accurate than TBI-placebo (p &lt; 0.05) but remained less accurate than HCs (p &lt; 0.005). TBI-placebo substantially improved in accuracy with MPh administration (TBI-MPh) to a level statistically comparable to HCs at low (p = 0.443) and high (p = 0.175) cognitive loads. Further, individual patients that performed slower on placebo at low cognitive loads were faster with MPh (p &lt; 0.05), while individual patients that performed less accurately on placebo were more accurate with MPh at both high and low cognitive loads (p &lt; 0.005). TBI-placebo showed reduced activity in the bilateral inferior frontal gyri (IFG) and insulae versus HCs. MPh normalised these regional differences. MPh enhanced within-network connectivity (between parietal, striatal, insula, and cerebellar regions) and enhanced beyond-network connectivity (between parietal, thalamic, and cerebellar regions). Finally, individual changes in cerebellar-thalamic (p &lt; 0.005) and cerebellar-parietal (p &lt; 0.05) connectivity with MPh related to individual changes in accuracy with MPh. (4) Conclusions: This work highlights behavioural and neurofunctional differences between HCs and patients with chronic TBI, and that adverse differences may benefit from MPh treatment.

RadarHand: A Wrist-Worn Radar for On-Skin Touch-Based Proprioceptive Gestures

We introduce RadarHand, a wrist-worn wearable with millimetre wave radar that detects on-skin touch-based proprioceptive hand gestures. Radars are robust, private, small, penetrate materials, and require low computation costs. We first evaluated the proprioceptive and tactile perception nature of the back of the hand and found that tapping on the thumb is the least proprioceptive error of all the finger joints, followed by the index finger, middle finger, ring finger, and pinky finger in the eyes-free and high cognitive load situation. Next, we trained deep-learning models for gesture classification. We introduce two types of gestures based on the locations of the back of the hand: generic gestures and discrete gestures. Discrete gestures are gestures that start at specific locations and end at specific locations at the back of the hand, in contrast to generic gestures, which can start anywhere and end anywhere on the back of the hand. Out of 27 gesture group possibilities, we achieved 92% accuracy for a set of seven gestures and 93% accuracy for the set of eight discrete gestures. Finally, we evaluated RadarHand’s performance in real-time under two interaction modes: Active interaction and Reactive interaction. Active interaction is where the user initiates input to achieve the desired output, and reactive interaction is where the device initiates interaction and requires the user to react. We obtained an accuracy of 87% and 74% for active generic and discrete gestures, respectively, as well as 91% and 81.7% for reactive generic and discrete gestures, respectively. We discuss the implications of RadarHand for gesture recognition and directions for future works.