Cognitive Load Measurement Research Articles

Ocular‐motor deception testing in civilly detained sexually violent persons: An alternative to post‐conviction sex offender polygraph testing?

AbstractPost‐conviction polygraph testing during sex offender (PCSOT) treatment is common. Ocular‐motor deception testing (ODT) uses measures of cognitive load to assess credibility. The accuracy of ODT for discriminating deceptive from truthful response patterns in sexually violent persons was evaluated. Participants chose to ‘steal’ a voucher of monetary value and try to ‘beat the machine,’ or leave the voucher and respond truthfully. Compensation was determined by participants' choices and the results of the ODT credibility assessment. Experiment 1 (n = 26) established a base rate of deception to optimize the ODT scoring model. Experiment 2 (n = 74) tested generalizability of the results. Tests of noninferiority found observed accuracy rates were not significantly less than published rates of 80%. Results support use of ODT methods as a potential alternative to PCSOT. Legal and ethical issues regarding the use of deception detection technologies impacting individuals involved in criminal justice systems are discussed.

The Cognitive Load of Inpatient Consults: A Convergent Parallel Mixed Methods Study Using the Consult Cognitive Load Instrument.

Consultation is crucial for patient care and a primary responsibility of fellows. Understanding the cognitive load associated with the complex skill of consultation would enhance fellow learning. The authors aimed to determine themes describing the fellow experience during inpatient consults specifically, align these themes with Consult Cognitive Load (CCL) scores, and identify strategies to manage cognitive load to enhance fellow education and performance, and, consequently, patient care. The authors studied 16 fellows using mixed methods. Fellows who accepted an invitation completed an inpatient consult followed by the CCL, a measure of cognitive load during consults, and an interview. Three authors conducted a thematic analysis. Member checks and triangulation supported theme trustworthiness. Subsequently, 3 authors rated the extent and cognitive demand of each theme expressed in each transcript. The authors measured interrater reliability and used Spearman correlation to describe the association of these ratings with CCL scores. The authors examined themes to identify strategies that educators might use. Analysis revealed 4 themes: "nature and scope," which conceptually aligned with intrinsic load (IL); "leveraging resources," which had elements of both IL and extraneous load (EL); "extraneous factors," which aligned with EL; and "drivers," which aligned with germane load (GL). Interrater reliability for extent and demand ratings ranged from 0.57 to 0.79. The correlation between "nature and scope" and IL was 0.37, "extraneous factors" and EL 0.71, and "drivers" and GL 0.32. "Leveraging resources" did not correlate with IL (0.06) or EL (-0.09). Potential strategies based on themes included offering level-appropriate assistance to match IL, focusing the fellow's attention to reduce EL, and providing succinct teaching to promote GL. This study provided deep insight into the fellow consult experience and suggested strategies for educators to guide consult learning. The theme "leveraging resources" merits further exploration.

Measuring Cognitive Load: Are There More Valid Alternatives to Likert Rating Scales?

Cognitive load researchers have used varying subjective techniques based on rating scales to quantify experienced cognitive load. Although it is generally assumed that subjects can introspect on their cognitive processes and have no difficulty in assigning numerical values to the imposed cognitive load, little is known about how visual characteristics of the rating scales influence the validity of the cognitive load measure. In this study we look at validity of four subjective rating scales (within groups) differing in visual appearance by participants rating perceived difficulty and invested mental effort in response to working on simple and complex weekday problems. We used two numerical scales (the nine-point Likert scale most often used in Cognitive load theory research and a Visual Analogue Scale ranging between 0–100%) and two pictorial scales (a scale consisting of emoticons ranging from a relaxed blue-colored face to a stressed red-colored face and an “embodied” scale picturing nine depicted weights from 1–9 kg). Results suggest that numerical scales better reflect cognitive processes underlying complex problem solving while pictorial scales Underlying simple problem solving. This study adds to the discussion on the challenges to quantify cognitive load through various measurement methods and whether subtleties in measurements could influence research findings.

PD58-02 ROBOTIC SURGERY SKILL TRANSFERENCE BETWEEN MULTI-PORT (MP) AND SINGLE-PORT (SP) ROBOTIC PLATFORMS

You have accessJournal of UrologySurgical Technology & Simulation: Training & Skills Assessment (PD58)1 Sep 2021PD58-02 ROBOTIC SURGERY SKILL TRANSFERENCE BETWEEN MULTI-PORT (MP) AND SINGLE-PORT (SP) ROBOTIC PLATFORMS Rachel Melnyk, Patrick Saba, Michael Witthaus, Tyler Holler, Beilei Xu, Wencheng Wu, Alexis Steinmetz, Kit Yuen, Karen Doersch, Elizabeth Ellis, Mahmoud Khalil, Jacob Gantz, William Tabayoyong, Jonathan Bloom, Hani Rashid, Nicholas Kavoussi, and Ahmed Ghazi Rachel MelnykRachel Melnyk More articles by this author , Patrick SabaPatrick Saba More articles by this author , Michael WitthausMichael Witthaus More articles by this author , Tyler HollerTyler Holler More articles by this author , Beilei XuBeilei Xu More articles by this author , Wencheng WuWencheng Wu More articles by this author , Alexis SteinmetzAlexis Steinmetz More articles by this author , Kit YuenKit Yuen More articles by this author , Karen DoerschKaren Doersch More articles by this author , Elizabeth EllisElizabeth Ellis More articles by this author , Mahmoud KhalilMahmoud Khalil More articles by this author , Jacob GantzJacob Gantz More articles by this author , William TabayoyongWilliam Tabayoyong More articles by this author , Jonathan BloomJonathan Bloom More articles by this author , Hani RashidHani Rashid More articles by this author , Nicholas KavoussiNicholas Kavoussi More articles by this author , and Ahmed GhaziAhmed Ghazi More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000002092.02AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: As surgeons adopt the new da Vinci single-port (SP) robotic platform, we aim to identify if multi-port (MP) robotic skills are readily transferable to SP surgery. METHODS: 5 MP robotic experts (>200 cases) and 5 MP novices (<10 cases) all with no prior SP experience independently completed a validated urethrovesical anastomosis (UVA) simulation using the MP followed by the SP robot. GEARS and RACE scores were assigned by 2 blinded reviewers. Objective [galvanic skin response (GSR)] and subjective [Surg-TLX (/100) and difficulty ratings (/20) of camera movement, endowrist movement, and avoiding instrument collisions] cognitive load measurements were collected. RESULTS: Experts achieved significantly greater GEARS and RACE scores on MP (27 v 17.3, p<0.001; 26.9 v 15.9, p<0.001, respectively) and SP (24.1 v 18.1, p=0.002; 21.8 v 16.3, p=0.017) than Novices. Experts had significantly higher Surg-TLX (+13 pts, p=0.015) and difficulty ratings using SP compared to MP (+11.8, p<0.01; +13.6, p<0.01; +14 pts, p<0.01) while Novices maintained high Surg-TLX and difficulty scores on both platforms [rating only the SP camera movement to be significantly more difficult (+7.2, p=0.03)]. GSR demonstrated similar trends. Experts’ UVA performance (GEARS and RACE) significantly decreased from MP to SP (27→24.1, p=0.047; 26.9→21.8, p=0.011, respectively).On subanalysis, Experts had significant decreases in GEARS subscores of force sensitivity and robotic control (-0.7, p=0.04; -0.9, p=0.02), but maintained subscores of depth perception, bimanual dexterity, and efficiency. RACE subscores of needle entry, needle driving, and tissue approximation (-0.9, p=0.01; -1.0, p=0.02; -1.0, p<0.01) significantly decreased while maintaining subscores of needle positioning and suture placement. Both Experts and Novices were rated significantly lower at the knot tying skill on the SP robot (-1.0, p=0.03; -1.2, p=0.02, respectively). CONCLUSIONS: For experts proficient in MP, specific SP training should be developed due to partial skill transference. Cognitive load remained steady for novices across robots, suggesting that concurrent SP and MP training may be possible. Source of Funding: N/A © 2021 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 206Issue Supplement 3September 2021Page: e1016-e1017 Advertisement Copyright & Permissions© 2021 by American Urological Association Education and Research, Inc.MetricsAuthor Information Rachel Melnyk More articles by this author Patrick Saba More articles by this author Michael Witthaus More articles by this author Tyler Holler More articles by this author Beilei Xu More articles by this author Wencheng Wu More articles by this author Alexis Steinmetz More articles by this author Kit Yuen More articles by this author Karen Doersch More articles by this author Elizabeth Ellis More articles by this author Mahmoud Khalil More articles by this author Jacob Gantz More articles by this author William Tabayoyong More articles by this author Jonathan Bloom More articles by this author Hani Rashid More articles by this author Nicholas Kavoussi More articles by this author Ahmed Ghazi More articles by this author Expand All Advertisement Loading ...

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.

An exploratory investigation of the measurement of cognitive load on shift: Application of cognitive load theory in emergency medicine.

Emergency physicians often experience a high cognitive load (CL) due to the inherent nature of working in acute care settings. CL has traditionally been measured in educational studies but has not been well studied in the clinical environment. Emergency medicine attending physicians and residents working in an academic urgent care center completed psychometric questionnaires while on shift to measure overall CL, intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and acute stress. Data regarding the patient load, patient acuity, and the number of patients in the waiting room were also collected. Correlational analysis and simple linear regression were used to evaluate predictors of CL on shift. Forty-two questionnaires were completed (26 by attending physicians, 16 by residents). Attending physicians carried a significantly higher patient load compared to residents (p<0.001). No differences in mean overall CL, ICL, ECL, and acute stress were observed between attending physicians and residents. Bivariate analysis demonstrated associations between ICL, ECL, acute stress, and overall CL in attending physicians. In residents, acute stress was the only variable associated with overall CL and the number of high-acuity patients was associated with ICL. Factors influencing reported CL during clinical work are different between attending emergency physicians and residents. Further study to appreciate the impact of these differences is required and may help educators elucidate strategies to better manage CL, thereby improving clinical performance and potentially improving patient care.

An instructor’s beat gestures facilitate second language vocabulary learning from instructional videos: Behavioral and neural evidence

Instructional videos for teaching second language (L2) vocabulary often feature an instructor onscreen. The instructor in the video may involuntarily produce beat gestures with their hands, as occurs in real teaching settings. Beat gestures highlight key information in speech by conveying the rhythm of the language, but do not themselves convey semantic meaning. However, little is known about how the instructor’s beat gestures affect L2 vocabulary learning. We conducted two experiments on the effects of the instructor’s purposeful (scripted) beat gestures in instructional videos that included an instructor and slides, with English L2 vocabulary as the topic. In Experiment 1, using a within-participant design, we tested the hypothesis that an instructor’s gestures (beat gesture vs. no gesture) would improve learning performance. The results showed that the instructor’s use of beat gestures increased learners’ accuracy and reduced reaction time on an L2 learning performance test. In Experiment 2, using a between-participants design, we tested the assumption that the benefits of beat gestures in L2 vocabulary learning are in part due to reductions in cognitive load while learning. This assumption was supported by both a self-report measurement of cognitive load and electroencephalogram (EEG) data showing lower theta power and lower alpha power when the instructor used beat gestures. The results of this study have applied value for designing effective instructional videos on the topic of L2 vocabulary learning.

Pupillometry as a measure of cognitive load in mental rotation tasks with abstract and embodied figures.

We investigated sex differences in behavioral performance and cognitive load in chronometric mental rotation tasks with abstract and embodied figures. Eighty participants (44 females and 36 males) completed 126 items, which included cube figures, body postures, and human figures, which were all comparable in shape and color. Reaction time, accuracy, and cognitive load, measured by changes in pupil dilation, were analyzed. As a function of angular disparity, participants showed shorter reaction times and higher accuracy rates for embodied stimuli than cube figures. Changes in pupil dilation showed a similar pattern, indicating that mental rotation of embodied figures caused less cognitive load to solve the task. No sex differences appeared in any of the measurements.

Evaluation of User Experience, Cognitive Load, and Training Performance of a Gamified Cognitive Training Application for Children With Learning Disabilities

This study presents a gamified application for children with learning disabilities, designed to train and improve their working memory capacity. The application takes the form of a treasure hunt and is designed according to a framework incorporating a set of guidelines derived from accessibility, usability, and cognitive load theory principles, and from gamification techniques. The aim is to motivate and engage the children in working memory-training activities and exploit their working memory capacity. The main focus of this study is the evaluation of the cognitive load level induced by the application, the children’s perceived experience, and their training performance over the training period. A sample of 12 Egyptian children with learning disabilities completed a five-week training period using the application, followed by an evaluation process. The evaluation took the form of a simple usability survey, an unstructured observation, and a cognitive load measurement scale. The purpose was to evaluate the children’s perceived experience, assess the level of cognitive load experienced in each of the activities, and measure the expected improvement in the children’s training performance. The results revealed that all the children enjoyed playing the gamified application, were eager to participate in the daily training, and the cognitive load experienced during the training was found to be generally appropriate, although some areas for improvement were identified. Finally, the children’s training performance and their perceived experience were better in the gamified activities with a lower cognitive load level.

Postprocedural Cognitive Load Measurement With Immediate Feedback to Guide Curriculum Development

BackgroundMethods to assess competency in cardiothoracic training are essential. Here, we report a system that allows us to better assess competency from the perspective of both the trainee and educator. We hypothesized that postprocedural cognitive burden measurement (by the trainee) with immediate feedback (from the educator) could aid in identifying barriers to the acquisition of skills and knowledge so that training curricula can be individualized. MethodsThe National Aeronautics and Space Administration Task Load Index (NASA-TLX), a validated instrument to measure cognitive load, was administered with an online platform after bronchoscopy, esophagogastroduodenoscopy, and video-assisted thoracoscopic surgery for 11 residents. Immediate postprocedure feedback and standardized debriefing occurred for each procedure. ResultsMean NASA-TLX scores were highest (indicating greater cognitive load) for esophagogastroduodenoscopy and video-assisted thoracoscopic surgery (P < .001). When comparing subscale measures, mental demand was significantly higher for video-assisted thoracoscopic surgery (P = .026) compared with the other procedures, whereas physical demand was highest for esophagogastroduodenoscopy (P = .018). Self-reported frustration was similar for all case types (P = .247). Cognitive burden decreased with a greater number of procedures for bronchoscopy (P = .027). Significant improvement was noted by the trainee at the end of the rotation in self-assessed procedural competency and preparedness for thoracic board topics (all P < .05). Postprocedure feedback by the attending surgeon correlated with more frequent completion of self-evaluations by the residents. ConclusionsLongitudinal assessment of cognitive load in combination with postprocedural feedback identified barriers to skill acquisition for both residents and educators. This information allows for individualized rotation development as a step toward a competency-based curriculum.

Real-World fNIRS Brain Activity Measurements during Ashtanga Vinyasa Yoga.

Functional near-infrared spectroscopy (fNIRS) is often praised for its portability and robustness towards motion artifacts. While an increasing body of fNIRS research in real-world environments is emerging, most fNIRS studies are still conducted in laboratories, and do not incorporate larger movements performed by participants. This study extends fNIRS applications in real-world environments by conducting a single-subject observational study of a yoga practice with considerable movement (Ashtanga Vinyasa Yoga) in a participant’s natural environment (their apartment). The results show differences in cognitive load (prefrontal cortex activation) when comparing technically complex postures to relatively simple ones, but also some contrasts with surprisingly little difference. This study explores the boundaries of real-world cognitive load measurements, and contributes to the empirical knowledge base of using fNIRS in realistic settings. To the best of our knowledge, this is the first demonstration of fNIRS brain imaging recorded during any moving yoga practice. Future work with fNIRS should take advantage of this by accomplishing studies with considerable real-world movement.

RELATIONSHIP BETWEEN ACADEMIC SELF-EFFICACY AND COGNITIVE LOAD FOR STUDENTS IN DISTANCE LEARNING

The COVID-19 global pandemic has forced the education process worldwide to change its form to distance learning. This empirical study contributes to recently limited knowledge about the remote learning process. The study aimed to determine how academic self-efficacy is related to subjective cognitive load to predict achievement results in different forms of distance learning. The research method used was a quasi-experimental pilot study. The research questions were: (1) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement results in teacher-directed distance learning? (2) What is the relationship between academic self-efficacy, subjective cognitive load, and achievement in student-directed distance learning? (3) What is the difference between teacher-directed and student self-directed distance learning settings regarding relationships between academic self-efficacy, subjective cognitive load, and achievement results? The measurement of academic self-efficacy and subjective cognitive load in the context of task assessment results were compared in different distance learning settings in two independent groups of 9th graders. The results suggest a significant relationship between subjective cognitive load and achievement results in student self-directed but non-significant between all variables in teacher-directed distance learning settings. In contrast, settings themselves demonstrated no influence on any measured factors.

The future of simulation-based medical education: Adaptive simulation utilizing a deep multitask neural network.

In resuscitation medicine, effectively managing cognitive load in high-stakes environments has important implications for education and expertise development. There exists the potential to tailor educational experiences to an individual's cognitive processes via real-time physiologic measurement of cognitive load in simulation environments. The goal of this research was to test a novel simulation platform that utilized artificial intelligence to deliver a medical simulation that was adaptable to a participant's measured cognitive load. The research was conducted in 2019. Two board-certified emergency physicians and two medical students participated in a 10-minute pilot trial of a novel simulation platform. The system utilized artificial intelligence algorithms to measure cognitive load in real time via electrocardiography and galvanic skin response. In turn, modulation of simulation difficulty, determined by a participant's cognitive load, was facilitated through symptom severity changes of an augmented reality (AR) patient. A postsimulation survey assessed the participants' experience. Participants completed a simulation that successfully measured cognitive load in real time through physiological signals. The simulation difficulty was adapted to the participant's cognitive load, which was reflected in changes in the AR patient's symptoms. Participants found the novel adaptive simulation platform to be valuable in supporting their learning. Our research team created a simulation platform that adapts to a participant's cognitive load in real-time. The ability to customize a medical simulation to a participant's cognitive state has potential implications for the development of expertise in resuscitation medicine.

The cognitive load of inpatient consults: A convergent parallel mixed methods study using the consult cognitive load instrument.

11027 Background: Consultation is crucial for inpatient care and a primary responsibility of fellows. Understanding the cognitive load associated with the complex skill of consultation would enhance fellow learning. The authors aimed to determine themes describing the fellow experience during consults, align these themes with Consult Cognitive Load (CCL) scores, and identify strategies to manage cognitive load. Methods: The authors studied 16 fellows using mixed methods. Fellows who accepted an invitation completed a consult followed by the CCL, a measure of cognitive load during consults, and an interview. Three authors conducted a thematic analysis. Member checks and triangulation with fellows supported theme trustworthiness. Subsequently, three authors rated the extent and cognitive demand of each theme expressed in each transcript. The authors measured interrater reliability and used Spearman correlation to describe the association of these ratings with CCL scores. The authors examined themes to identify strategies that educators might use. Results: Analysis revealed four themes: “nature and scope,” which conceptually aligned with intrinsic cognitive load (IL); “leveraging resources,” which had elements of both IL and extraneous cognitive load (EL); “extraneous factors,” which aligned with EL; and “drivers,” which aligned with germane cognitive load (GL). Interrater reliability for extent and demand ratings ranged from 0.57 to 0.79. The correlation between “nature and scope” and IL was 0.37, “extraneous factors” and EL 0.71, and “drivers” and GL 0.32. “Leveraging resources” did not correlate with IL (0.06) or EL (-0.09). Potential strategies based on themes included offering level-appropriate assistance to match IL, focusing the fellow’s attention to reduce EL, and providing succinct teaching to promote GL. Conclusions: This study provided deep insight into the fellow consult experience and suggested trustworthy strategies that educators can use to design and guide consult learning. The theme “leveraging resources” merits further exploration.

Effectiveness of simulation-based training for obstetric internal medicine: Impact of cognitive load and emotions on knowledge acquisition and retention

BackgroundSimulation-based training’s impact on learning outcomes may be related to cognitive load or emotions during training. We evaluated the association of validated measures of cognitive load and emotion with learning outcomes in simulation-based obstetric internal medicine cases.MethodsAll internal medicine learners (n = 15) who completed the knowledge test pre-training, post-training (knowledge acquisition), and at 3–6 months (knowledge retention) for all three simulation cases were included.ResultsMean knowledge scores differed over time in all three cases (p < 0.0001 for all). Knowledge retention scores were significantly higher only for cases 1 and 3. Cognitive load associated with frustration was positively associated with knowledge acquisition for case 2 (beta = 5.18, P = 0.007), while excitement was negatively associated with knowledge retention in case 1 (beta = –33.07, p = 0.04).ConclusionSimulation-based education for obstetric internal medicine can be effective in select cases. Attention to cognitive load and emotion may optimize learning outcomes.

Using Biometric Tools to Investigate How Students Cognitively Process the Structure of Prostaglandin H 2 Synthase

Protein representations such as those found in the Protein Data Bank repository are important for any practicing biochemist to be able to use, interpret, and manipulate; skills commonly referred to as visual literacy in biochemistry. As such, any student enrolled in a biochemistry course should be trained in these skills. However, little is known as to how students navigate these 3-dimensional representations and how to best teach these skills to biochemistry students, especially using virtual 3D modeling software. An additional barrier to learning these skills are that they are associated with the students’ spatial ability. The proposed study uses biometric tools such as eye tracking and electroencephalography (EEG) to investigate how biochemistry students cognitively process and use modeling software UCSF Chimera to explore the structure of Prostaglandin H2 Synthase. Nine biochemistry students were sampled at a metropolitan Midwestern campus in fall 2018 while completing the activity. During the activity, the students’ cognitive processing was captured using EEG while gaze patterns and areas of fixation were captured by Tobii Glasses 2. Additionally, each student completed a series of spatial ability assessments (Hidden Figures Test and Purdue Visualizations of Rotations Test) to capture their level of ability to think visually. This presentation will answer the following research questions: 1) Which combination of electrode channels suggests the most appropriate measurement of cognitive load? 2) How does the cognitive load measurement change when students analyze a quaternary structure versus a tertiary structure of the same protein? and 3) How can we optimize the cognitive load of a 3D virtual modeling activity? The answers to these questions will be used to improve the activity for replication in following years in hopes of decreasing the impact of extraneous factors on cognition and providing the mental space needed for learning the skills associated with visual literacy in biochemistry.

Analyzing Relationships Between Causal and Assessment Factors of Cognitive Load: Associations Between Objective and Subjective Measures of Cognitive Load, Stress, Interest, and Self-Concept

The present study is based on a theoretical framework of cognitive load that distinguishes causal factors (learner characteristics affecting cognitive load e.g., self-concept; interest; perceived stress) and assessment factors (indicators of cognitive load e.g., mental load; mental effort; task performance) of cognitive load. Various assessment approaches have been used in empirical research to measure cognitive load during task performance. The most common methods are subjective self-reported questionnaires; only occasionally objective physiological measures such as heart rates are used. However, the convergence of subjective and objective approaches has not been extensively investigated yet, leaving unclear the meaning of each kind of measure and its validity. This study adds to this body of research by analyzing the relationship between these causal and assessment (subjective and objective) factors of cognitive load. The data come from three comparable studies in which high school students (N = 309) participated in a one-day out of school molecular biology project and completed different tasks about molecular biology structures and procedures. Heart rate variability (objective cognitive load) was measured via a chest belt. Subjective cognitive load (i.e., mental load and mental effort) and causal factors including self-concept, interest, and perceived stress were self-reported by participants on questionnaires. The findings show that a) objective heart rate measures of cognitive load are related to subjective measures of self-reported mental effort but not of mental load; b) self-reported mental effort and mental load are better predictors of task performance than objective heart rate measures of cognitive load; c) self-concept, interest and perceived stress are associated with self-reported measures of mental load and mental effort, and self-concept is associated with one of the objective heart rate measures. The findings are discussed based on the theoretical framework of cognitive load and implications for the validity of each measure are proposed.

Museum engagement visits with a universal game-based blended museum learning service for different age groups

PurposeThis study develops a universal game-based blended museum learning service (UGBMLS) to engage museum visitors of different ages and promote their return visits. This study aims to provide a single service with flexible learning content matching the diverse needs and preferences for different ages. The contextual influences are considered to promote participatory experiences and meaningful social interactions. An experiment is conducted herein to understand how visitors of different ages experience the museum's services as well as to address the design issues in aiming to satisfy the different age groups' needs.Design/methodology/approachA UGBMLS, which includes a real-world adventure game system with flexible learning content and various types of learning support, was provided for different age groups. To investigate how the visitors of different ages evaluate their experiences with the UGBMLS, a mixed-method study was conducted. In total, two questionnaires were employed to examine the visitors' museum experiences and subjective measurements of cognitive load. In addition, observation and group interviews were used to explain the quantitative results.FindingsThe results show that the UGBMLS can engage diverse visitors of different ages in museum visits and promote their revisit motivations. However, there are significant differences among different age groups. The design issues in seeking to satisfy the diverse needs of different age groups are noted.Practical implicationsThis study provides a feasible and cost-effective approach to support diverse visitors of different ages learning in museums.Originality/valueThis study provides an effective solution for engaging diverse visitors of different ages with a unified service. The results can be used to better understand the needs of different age groups and to effectively improve their museum experiences, thereby boosting their motivation regarding return visits. This study provides a feasible and cost-effective approach to support diverse visitors' learning in museums.

Display interface design for rollers based on cognitive load of operator

AbstractOptimizing a display interface design for rollers is the focus of this study, in which the effects of cognitive load of the operator are taken into consideration, which greatly contribute to acquiring interface information accurately and enhancing cognitive efficiency. To reduce the cognitive demand of the operator, a commonly used generic display interface is modified in this study. Three methods are used to measure the cognitive load, including subjective (NASA Task Load Index) and physiological (eye movement) measurements and through task performance. These three measurements are used with two groups of subjects: those who view the original and those who are given the modified version during four given tasks. The findings show that the modified interface has a significant impact on eye movement and completion time of the four tasks. After a comprehensive analysis of the results from the three types of measurement, it is found that the modified interface is less cognitively demanding than the original interface and allows a higher cognitive performance, which accordingly demonstrates that the modifications made are effective in reducing cognitive load. This study therefore provides the scientific basis for advancing interface designs and evaluating the display interface designs for engineering equipment.

Effects of augmented reality glasses on the cognitive load of assembly operators in the automotive industry

ABSTRACT Recently, new digital technologies are frequently used in the industry within the scope of Industry 4.0. Augmented reality (AR) is one of these emerging technologies; it assists users with the help of virtual images on the real display of the work environment. Although AR benefits employees in terms of productivity and quality, it is not precisely known if it has a cognitive effect on the employees. In this study, the effect of AR glasses on the cognitive loads of the employees was investigated. The experiments were carried out on the assembly line of an automobile company. Electroencephalography (EEG) and NASA Task Load Index (NASA-TLX) were used to measure cognitive load. The current and AR-based work procedures were examined comparatively. Also, the difference between the cognitive load on the first and last days of experiments was compared to determine the adaptation status of the employees. The average of the area under the EEG graph as a measure of cognitive load, were 18.96 and 5.24 μV*ms in employees working with and without AR glasses, respectively. NASA-TLX scores of the employees decreased by 10% when they work with AR glasses. So, there was a less cognitive load on employees in the case of using AR glasses. And there was no significant difference between the first and last days of device usage. Hence, AR glasses did not constitute an extra cognitive load from the first day of usage.