Mental Effort Ratings Research Articles

Fatigue Is Associated With Perceived Effort and 2-Dimensional Reach Performance After Stroke.

Poststroke fatigue (PSF) is prevalent and often manifests as high perceived effort during activities. Little is known about how PSF influences goal-directed reaching after stroke. The purpose of this study was 2-fold (1) to evaluate how perceived effort changed when individuals with stroke performed a reaching task with various demands and (2) to determine whether PSF was associated with perceived effort during reaching and reach performance. Thirty-six individuals with chronic stroke performed 2-dimensional reach actions under varied conditions with the more and less affected arms. Perceived effort during reaching was assessed using rating of perceived exertion (RPE) and Paas Mental Effort Rating Scale (MERS). Derived reach kinematics were used to quantify reach performance. The Fatigue Severity Scale (FSS) was administered to assess fatigue severity. Perceived effort was higher when participants reached with the more affected arm, reached toward far and small targets, and performed memory-guided reaching. Both RPE and MERS significantly correlated with the FSS score (r =0.50 and 0.35, respectively, P <0.05). Further, FSS correlated with movement time during the more affected arm reaching (ρ=0.40, p <0.05) and reach performance discrepancy between the fast and self-selected speed conditions when participants performed with the less affected arm (ρ=0.36, P <0.05). Exploratory analysis revealed that the relationship between fatigue and reach control appeared to be modulated by task demand. PSF is associated with perceived effort during reaching and reach performance after stroke. These relationships might offer insights into arm performance in the real world after stroke. for more insights from the authors Supplemental Digital Content available at http://links.lww.com/JNPT/A476.

Considering preferences, speed and the animation of multiple symbols in developing P300 brain-computer interface for children

Purpose Prior research has begun establishing the efficacy of animation in brain-computer interfaces access to augmentative and alternative communication (BCI-AAC). However, the use of animation in P300-BCI-AAC for children is in the early stages and largely limited to single item highlighting of extended durations. In pursuit of practical application, the present study aims to evaluate children’s event-related potential (ERP) characteristics and user experience during a task involving an animated P300-BCI-AAC system. Materials and methods The system utilizes multi-item zoom animations to access a 28-pictorial symbols. Participants completed a fast (100 ms) and slow (200 ms) zoom animation highlighting conditions wherein four pictorial symbols were highlighted concurrently. Results The proposed display appears feasible, eliciting all targeted ERPs. However, ERP amplitudes may be reduced in comparison to single-item animation highlighting, possibly due to distraction. Ratings of mental effort were significantly higher for the 100 ms condition, though differences in the frontal P200/P300 ERP did not achieve significance. Most participants identified a preference for the 100 ms condition, though age may impact preference. Conclusions Overall, findings support the preliminary feasibility of a proposed 28-item interface that utilises group zoom animation highlighting of pictorial symbols. Further research is needed evaluating ERP characteristics and outcomes from online (real-time) use of animation-based P300-BCI-AAC for children with severe speech and physical impairments across multiple training sessions.

Does Playing Tennis with a Low-Compression Ball Effect Psychophysiological Responses and Match Characteristics in Recreational Adult Players?

This study aimed to compare the effects of playing tennis using low-compression balls (Lc-Balls) and standard balls (St-Balls) on psychophysiological responses and match characteristics among recreational adult tennis players. Participants (N = 24; age: 20.5 ± 1.3 years) were randomly matched to play two singles matches over three sets: one match was played with a Lc-Ball and one match was played with a St-Ball, resulting in twenty-four matches. Heart-rate responses and match characteristics were assessed during each match. Post-match measures included retrospective assessments of perceived exertion, ratings of enjoyment towards physical activity, and ratings of mental effort and mood. Results showed higher psychophysiological responses and more intensive play during the game when playing with the Lc-Ball (p ≤ 0.05, d values ranging from 0.24 to 1.93 [small to very large effect]). Further, playing with a Lc-Ball related to reporting a lower rating of perceived exertion (p = 0.00, d = 0.90 [moderate effect]) and greater physical enjoyment (p = 0.00, d = 1.73 [large effect]). Playing with the St-Ball was associated with higher unpleasant mood responses including depression, tension, anger, and fatigue. In conclusion, the results suggest that using the Lc-Ball may lead to better match performance with higher enjoyment in the tennis match-play in recreational adult tennis players.

The Relationship Between Mental Fatigue and Shooting Performance Over the Course of a National Collegiate Athletic Association Division I Basketball Season.

Daub, BD, McLean, BD, Heishman, AD, Peak, KM, and Coutts, AJ. The relationship between mental fatigue and shooting performance over the course of a National Collegiate Athletic Association Division I basketball season. J Strength Cond Res 38(2): 334-341, 2024-The aim of this investigation was to examine the presence of mental fatigue and concurrent changes in shooting performance across various experimental weeks throughout a National Collegiate Athletic Association (NCAA) basketball season. Fifteen elite male NCAA Division I collegiate basketball players (age 20.2 ± 1.2 years, height 199.3 ± 7.1 cm, and body mass 93.1 ± 8.6 kg) volunteered for this study. Mental fatigue and basketball shooting performance was evaluated at 4 timepoints with varying seasonal demands: high game volume (GAME), high academic load (ACADEMIC), no games and no academic load (PRACTICE), and standard number of games and academic requirements (TYPICAL). Subjective mental fatigue increased significantly ( p ≤ 0.05) from Pre to Post brief psychomotor vigilance test (PVT-B) measurements at the end of the ACADEMIC week ( p = 0.002, d = 1.51) and from beginning to end of the ACADEMIC week ( p < 0.001, d = 2.21). Ratings of mental effort were significantly increased during the ACADEMIC week ( p < 0.001, d = 1.67). Recovery stress questionnaire (REST-Q) showed significant differences between week GAME and ACADEMIC with an increase in Social Stress ( p = 0.001, d = 0.84), Fatigue ( p = 0.021, d = 1.12), Disturbed Breaks ( p = 0.024, d = 0.57), and Emotional Exhaustion ( p = 0.035, d = 0.75). Lower shooting performance was observed during the ACADEMIC week from Pre to Post ( p = 0.009, d = 0.35) and higher scores Pre to Post in the TYPICAL week ( p = 0.008, d = 0.25). Basketball shooting performance was significantly reduced after increased levels of mental fatigue stemming from added academic stress. In addition, an increase in sport-specific training or games had no effect on subsequent basketball shooting performance. Special consideration should be given by coaches around examination periods because the existence of academic stressors can influence basketball shooting performance.

Understanding the combined effects of sleep deprivation and acute social stress on cognitive performance using a comprehensive approach

BackgroundSleep deprivation (SD) and acute social stress are common, often unavoidable, and frequently co-occurring stressors in high-risk professions. Both stressors are known to acutely induce inflammatory responses and an increasing body of literature suggests this may lead to cognitive impairment. This study examined the combined effects of total SD and acute social stress on cognitive performance and took a comprehensive approach to explore their (shared) underlying mechanism leading to cognitive decline. MethodWe recorded cognitive performance on a response inhibition task and a multitask and monitored a range of inflammatory, psychophysiological and self-reported markers in 101 participants, both before and after one night of either sleep (control group: N = 48) or SD (N = 53), and both before and after a social stressor (Trier Social Stress Test). ResultsSD decreased cognitive performance. The social stress test also results in cognitive performance decline in the control group on the response inhibition task, but improved rather than decreased performance of sleep deprived participants on both tasks. The subjective ratings of mental effort also reflect this antagonistic interaction, indicating that the social stressor when sleep-deprived also reduced mental effort. In the inflammatory and physiological measures, this pattern was only reflected by IL-22 in blood. SD reduced blood IL-22 concentrations, and the social stress reduced IL-22 in the control group as well, but not in sleep-deprived participants. There were no interactive effects of SD and social stress on any other inflammatory or psychophysiological measures. The effects of the social stress test on autonomic measures and subjective results suggest that increased arousal may have benefited sleep-deprived participants’ cognitive performance. DiscussionSD generally decreased cognitive performance and increased required mental effort. By contrast, the isolated effects of a social stressor were not generic, showing a positive effect on cognitive performance when sleep deprived. Our study is the first that studied combined effects of sleep deprivation and acute social stress on cognitive performance and inflammatory markers. It provides a comprehensive overview of effects of these stressors on a range of variables. We did not show unequivocal evidence of an underlying physiological mechanism explaining changes in performance due to (the combination of) sleep deprivation and social stress, but consider IL-22 as a possible cytokine involved in this mechanism and certainly worth following up on in future research.

Indexing Cognitive Resource Usage for Acquisition of Initial Voice Therapy Targets.

The purpose of this study was to index cognitive resource usage for acquisition of initial targets of two common voice therapy techniques (resonant voice therapy [RVT] and conversation training therapy [CTT]) based on the theorized depletion effect (i.e., when an initial task requiring high cognitive load leads to poorer performance on a subsequent task). Eleven vocally healthy participants, ages 23-41 years, read aloud the Rainbow Passage and produced consonant-vowel resonant targets (/mi, ma, mu/) followed by a baseline computerized Stroop task and a 15-min washout. Following this baseline period, participants watched and interacted with two videos instructing them in RVT or CTT initial targets. After viewing each video and practicing the associated vocal skills, participants rated the degree of mental effort required to engage in the target vocal technique on a modified Borg scale. Participants recorded their attempts at RVT on /mi, ma, mu/ and CTT on the Rainbow Passage, which were later rated by three voice-specialized speech-language pathologists as to how representative they were of each respective target technique. Changes in fundamental frequency and average auditory-perceptual ratings from baseline were examined to determine if participants adjusted their technique from RVT and CTT baseline to acquisition. Performance on the Stroop task was, on average, worse post CTT than post RVT, but both post-CTT and post-RVT Stroop scores were poorer than baseline. These results suggest that both treatment techniques taxed cognitive resources but that CTT was more cognitively taxing than RVT. However, despite differences in raw averages, no statistically significant differences were found between the baseline, post-CTT, and post-RVT Stroop scores, likely due to the small sample size. Participant ratings of mental effort for CTT and RVT were statistically similar. Likewise, poorer post-RVT Stroop scores were associated with participants' greater perceived mental effort with RVT acquisition, but there was no significant association between mental effort ratings for CTT acquisition and post-CTT Stroop scores. Significantly higher fundamental frequency and perceived ratings of the accuracy of technique from baseline to acquisition for both CTT and RVT were found, providing evidence of vocal behavior changes as a result of each technique. Brief exposure to initial treatment tasks in CTT is more cognitively depleting than initial RVT tasks. Results also indicate that vocally healthy participants are able to make a voice change in response to a brief therapy prompt. Finally, participant-rated measures of mental effort and secondary measures of cognitive depletion do not always correlate.

Learning deliberate reflection in medical diagnosis: does learning-by-teaching help?

Deliberate reflection has been found to foster diagnostic accuracy on complex cases or under circumstances that tend to induce cognitive bias. However, it is unclear whether the procedure can also be learned and thereby autonomously applied when diagnosing future cases without instructions to reflect. We investigated whether general practice residents would learn the deliberate reflection procedure through ‘learning-by-teaching’ and apply it to diagnose new cases. The study was a two-phase experiment. In the learning phase, 56 general-practice residents were randomly assigned to one of two conditions. They either (1) studied examples of deliberate reflection and then explained the procedure to a fictitious peer on video; or (2) solved cases without reflection (control). In the test phase, one to three weeks later, all participants diagnosed new cases while thinking aloud. The analysis of the test phase showed no significant differences between the conditions on any of the outcome measures (diagnostic accuracy, p = .263; time to diagnose, p = .598; mental effort ratings, p = .544; confidence ratings, p = .710; proportion of contradiction units (i.e. measure of deliberate reflection), p = .544). In contrast to findings on learning-by-teaching from other domains, teaching deliberate reflection to a fictitious peer, did not increase reflective reasoning when diagnosing future cases. Potential explanations that future research might address are that either residents in the experimental condition did not apply the learned deliberate reflection procedure in the test phase, or residents in the control condition also engaged in reflection.

WORKERS’ MENTAL WORKLOAD IN INDONESIAN SMALL FOOD-PRODUCING BUSINESS: PRELIMINARY FINDINGS AT A CORN CHIPS BUSINESS

This research investigated conditions of mental workload among workers in Indonesian small foodproducing business, and how work and workers characteristics might influence the workers’ mental workload. A corn chips business located in an industrial central of corn chips in Malang municipality, Indonesia was the research object, in which its seven workers were involved as participants. NASA-TLX measurement involving six mental workload subscales was deployed to observe the current state of workers mental workload, along with determination of mean WWL value as representation of mental workload level. Measured NASA-TLX subscales varied among tasks and subscales, with indications of exposures of mental workload to the workers. This was indicated by high ratings of Mental Demand, Temporal Demand, Effort, and Frustration subscales which reached 70, 80, 90, and 70, respectively. Mean WWL values were in the range of 46.00 to 70.67, with the highest value observed was on Task 2 with 70.67 and Task 5 has the lowest value of 46.00. It is suggested that tasks and workers characteristics could have different influence on the observed mental workload subscales ratings and WWL. This research provides base of understanding and findings on states of workers’ mental workload in Indonesian small food-producing business.

The Effects of Task Selection Approaches to Emphasis Manipulation on Cognitive Load and Knowledge Transfer

Emphasis manipulation is a way to help learners by directing their attention to particular subcomponents of a learning task. This study investigated the effects of different approaches to emphasis manipulation on knowledge transfer and cognitive load. This was done by examining the impact of three task selection strategies: system-controlled, learner-controlled, and shared-controlled. Forty-five students (n = 45) in the first or second year of high school were randomly assigned to three groups and each group used a different type of task selection to manipulate emphasis in a complex learning context. The system-controlled group carried out learning tasks that were identified as essential by the system. The learner-controlled group selected and carried out learning tasks they needed to learn. The shared-controlled group chose and carried out learning tasks that they wanted to learn from a list of suggested learning tasks. The tasks had four learning phases: pre-test, training, mental-effort rating, and transfer test. After participants completed the training, their cognitive load was measured. One week after the training, a transfer test was conducted to measure the constituent skill acquisition. The findings revealed that the system-controlled task selection strategy was the most effective in optimizing cognitive load and enhancing knowledge transfer. In addition, learners benefited from personalized guidance on learning task selection based on their expertise. Given that the shared-controlled task selection method was more effective thank the learner-controlled task selection, this study’s results indicate that learners should be provided with information about how to select learning tasks when they are allowed to do so.

Human Factors Evaluation of Energy Visualization Dashboards

Energy visualization systems provide information about use in real-time to assist users with energy efficiency. In this study, three energy visualization dashboards for small businesses were developed and tested. Performance measurement, NASA Task Load Index (TLX) workload assessment, and posttest survey were used to conduct the usability testing. Compared with the dashboards that were designed using line charts and tables, a dashboard designed using visuals (e.g., gauges, pie charts, and flashing lights) produced quicker response time, lower mental and temporal demand and effort ratings, and higher ratings of engagement, interest, and trustworthiness.

The cortical organization of listening effort: New insight from functional near-infrared spectroscopy

Everyday challenges impact our ability to hear and comprehend spoken language with ease, such as accented speech (source factors), spectral degradation (transmission factors), complex or unfamiliar language use (message factors), and predictability (context factors). Auditory degradation and linguistic complexity in the brain and behavior have been well investigated, and several computational models have emerged. The work here provides a novel test of the hypotheses that listening effort is partially reliant on higher cognitive auditory attention and working memory mechanisms in the frontal lobe, and partially reliant on hierarchical linguistic computation in the brain's left hemisphere. We specifically hypothesize that these models are robust and can be applied in ecologically relevant and coarse-grain contexts that rigorously control for acoustic and linguistic listening challenges. Using functional near-infrared spectroscopy during an auditory plausibility judgment task, we show the hierarchical cortical organization for listening effort in the frontal and left temporal-parietal brain regions. In response to increasing levels of cognitive demand, we found (i) poorer comprehension, (ii) slower reaction times, (iii) increasing levels of perceived mental effort, (iv) increasing levels of brain activity in the prefrontal cortex, (v) hierarchical modulation of core language processing regions that reflect increasingly higher-order auditory-linguistic processing, and (vi) a correlation between participants’ mental effort ratings and their performance on the task. Our results demonstrate that listening effort is partly reliant on higher cognitive auditory attention and working memory mechanisms in the frontal lobe and partly reliant on hierarchical linguistic computation in the brain's left hemisphere. Further, listening effort is driven by a voluntary, motivation-based attention system for which our results validate the use of a single-item post-task questionnaire for measuring perceived levels of mental effort and predicting listening performance. We anticipate our study to be a starting point for more sophisticated models of listening effort and even cognitive neuroplasticity in hearing aid and cochlear implant users.

Perceived effort for reaching is associated with self-reported fatigue

Perceived effort for goal-directed reaching may be impacted by the level of self-reported fatigue, however, the relationship between self-reported fatigue and perceived effort has not been examined. We examined how perceived effort changed under varied reach conditions and the relationship between fatigue, perceived effort and reach performance. Twenty-three young adults performed reach actions toward 9 different targets on a digitizing tablet. Perceived effort was measured using the Borg Rate of Perceived Exertion and Paas Mental Effort Rating Scale. Self-reported fatigue was quantified using the Fatigue Scales for Motor and Cognitive Functions. As reach conditions became more difficult, perceived effort increased significantly. Further, individuals who reported greater fatigue also reported greater perceived effort and showed greater endpoint error during reaching.

Comparing Accounting Students’ Instructional Preferences: Australia and Zimbabwe

This study examines the instructional preferences exhibited by students in an Australian and a Zimbabwean setting, and how cultural conditioning can reflect in the instructional design choice. Using graphical and textual presentations of an experiment with three instructional designs and 217 undergraduate students, this study empirically examines student understanding of financial accounting in the two countries. Students’ performance scores and reported mental effort ratings were used to determine the instructional preference. The findings of this comparative study show that Australian accounting students prefer graph and text designs aligned with a low power distance (PD) while Zimbabwean students prefer graph and text designs associated with a high PD. The sample used in this study came from first-year undergraduate students studying introductory accounting at two different universities from two different countries (Australia and Zimbabwe). The results may not be generalizable to other universities although similar patterns were found to be consistent with students’ cultural orientations. In addition, there may be other factors that motivate students’ learning and affect their performance and that should therefore be considered. The results suggest that students learning in different cultural contexts learn better with different instructional formats, requiring educators to consider different formats of instructional material. This study is the first to offer accounting educators insights on one major dimension of cultural variation, using instructional material designed according to cognitive load theory principles in a cross-cultural context.

The effect of design tasks on the cognitive load level of instructional designers in 3D MUVEs

This study aims to investigate the effects of different design tasks on the cognitive load level of instructional designers during the process of designing a learning activity in a 3D multi-user virtual environment (MUVE). The sample consisted of 16 undergraduate students who were experienced in the areas of instructional design, computer programming and graphic design. The designers were assigned to the design teams with 5 or 6 members and conducted a collaborative instructional design project to develop a solution to an ill-structured problem on the OpenSimulator platform for 8 weeks. Following the implementation, the designers were administered the Mental Effort Rating Scale regarding the 11 design tasks in the 3D MUVE. The results showed that the designers were cognitively overloaded while performing the design tasks in this environment. When the cognitive load scores were examined, it was found that the preparation of the learning scenario, uploading user-created 3D models, content creation, modelling of the draft view of the designed environment and 3D model design tasks were found as the most challenging tasks in terms of cognitive effort. On the other hand, it was found that the tasks of making animation, creating non-player characters and designing an interactive menu led to relatively less cognitive load.

LESSONS IN GRADE 11 MATHEMATICS USING GRAPHING CALCULATOR APPLICATIONS

Since mobile devices are becoming ubiquitous in today’s student generation and to replace bulky and costly handheld graphing calculators, this quasi-experimental study determined the effects of the lessons using graphing calculator applications in a Mathematics classroom. The study involved two intact classes of Grade 11 GAS students of San Jose National High School, Malilipot, Albay. The experimental group was taught lessons using graphing calculator applications with the integration of contextualized, inquiry-based, collaborative and interactive learning approaches. On the other hand, the control group received the same lessons but without the use of applications. The actual conduct of the lessons was video-recorded and observed by the teacher-observers to determine and analyze carefully the students’ notable behaviors. Further, the effects of the lessons in terms of students’ performance, mental effort, and interest were assessed by using teacher-made test, Paas Mental Effort Rating (PMER) scale, and Mathematics Interest Inventory, respectively. Students’ journal entries, teachers’ observation notes, and focus group discussions’ responses were used to triangulate the results. Qualitative and quantitative analyses showed that the lessons using graphing calculator applications supported student collaboration and facilitated better teacher-student interaction. It also allowed students to become comfortable when and how to use the applications, as well as making them active and participative during learning activities. It further enhanced students’ conceptual understanding and process skills, and increased their level of interest towards Mathematics. The use of the applications also afforded the minimizing of students’ extraneous cognitive load by investing lower mental effort in learning the lessons. To this extent, the use of graphing calculator applications in Mathematics lessons is needed for the betterment of learning the subject.

Understanding the influence of a cognitively demanding task on motor response times and subjective mental fatigue/boredom

BACKGROUND: Several methods are used to induce mental fatigue; predominantly the modified Stroop task, which arguably has little relation to daily lifestyle tasks.&#x0D; AIM: To investigate the influence of the modified Stroop task on mental fatigue, boredom and motor response times.&#x0D; METHOD: 15 subjects (24.3±2.3 years) completed a 30-min modified Stroop task (control condition: 30-min reading) and completed PRE, POST and POST 5-min subjective ratings of mental fatigue, mental effort and boredom. Participants' ability to use congruent and inhibit incongruent precues in a choice reaction time task (CRTT) was measured pre- and post- Stroop and control.&#x0D; RESULTS: Significantly higher subjective ratings of pre-post condition mental fatigue (pre:2.43±1.31 AU, post: 6.42±2.08 AU,p&lt;0.01) and boredom (PRE: 1.65±1.49 AU, POST: 5.03±2.92 AU,p&lt;0.01) were reported following the modified Stroop task condition compared to the control condition mental fatigue (PRE: 1.62±1.17 AU, POST: 2.10±0.92 AU,p&gt;0.05) and boredom (PRE: 1.94±1.52 AU, POST: 3.32 ± 1.66 AU,p&gt;0.05). No significant differences were found between conditions for the extent to which participants’ response times were affected by congruent (p=0.481) or incongruent (p=0.225) precues.&#x0D; CONCLUSION: Future research must adopt cognitive activities with higher contextual interference for greater ecological validity, and elucidate the impact of rest on recovery from mental fatigue.

The influence of spatial distance and signaling on the split-attention effect

The split-attention effect seems a robust finding in the literature and shows that complex learning materials consisting of text and pictures lead to better learning when they are spatially integrated instead of spatially separated. In the current study, two experiments were conducted to investigate the effects of distance and signaling on the split-attention effect. In Experiment 1, a 2 × 2 design was used in which spatial distance (large vs. small) and signaling (signaling vs. no signaling) were manipulated, while in Experiment 2 it was tried to replicate the split-attention effect previously observed with the learning materials used in Experiment 1. In contrast to our hypotheses, spatial distance and signaling did not influence mental effort ratings and transfer performance in Experiment 1. Moreover, no split-attention effect was found on retention, transfer or mental effort ratings in Experiment 2. As no split-attention effect was obtained with the learning materials, it is not possible to examine the effects of distance and signaling on the split-attention effect. Concluding, the current results raise doubts about how robust the split-attention effect is, and demonstrate the importance of replication studies.

Cognitive influences on perceived phonatory exertion using the Borg CR10

Objectives: The purpose of the present study was to examine the nature of the relationship between perceptions of vocal and mental (cognitive) effort during reading and speaking tasks.Methods: One hundred and four young, healthy adult participants were randomized into one of three groups. Each group performed a writing task meant to elicit low mental effort, high mental effort, or high mental effort followed by a period of relaxation. Participants then engaged in reading and speaking tasks, meant to elicit high (suppression of a prepotent desire to speak louder) or low (no suppression of a prepotent desire to speak louder) mental effort, and completed ratings of mental effort and vocal effort via adapted versions of the Borg CR10.Results: Findings indicate that ratings of perceived mental and vocal effort are related to one another, evidenced by strong correlations, and additional analyses reveal that mental effort might drive this relationship.Conclusions: Perceptions of vocal effort appear to mirror ratings of mental effort during tasks for which vocal activity is relatively stable but cognitive demands fluctuate. The possibility that perceptions of mental effort might influence perceptions of vocal effort should be considered when creating reliable and valid measures of vocal effort as well as when interpreting currently adapted measures of vocal effort in the clinical context.

Comparing accounting students’ instructional preferences: Australia and Zimbabwe

PurposeThis study aims to examine the instructional preferences exhibited by students in an Australian and a Zimbabwean setting and how cultural conditioning can reflect in the instructional design choice and the effect on the learning process.Design/methodology/approachUsing graphical and textual presentations of an experiment with three instructional designs and 217 undergraduate students, this study empirically examines student understanding of financial accounting in the two countries. Students’ performance scores and reported mental effort ratings were used to determine the instructional preference.FindingsThe findings of this comparative study show that Australian accounting students prefer graph and text designs aligned with a low power distance, (PD) while Zimbabwean students prefer graph and text designs associated with a high PD. Deep-rooted cultural values and modes of thinking need to be considered in the learning processes.Research limitations/implicationsThe sample used in this study came from first-year undergraduate students studying introductory accounting at two different universities from two different countries (Australia and Zimbabwe). The results may not be generalisable to other universities, although similar patterns were found to be consistent with students’ cultural orientations. In addition, there may be other factors that motivate students’ learning and affect their performance, and those should therefore be considered.Practical implicationsThe results suggest that students learning in different cultural contexts learn better with different instructional formats, requiring educators to consider different formats of instructional material.Originality/valueThis study is the first to offer accounting educators insights on one major dimension of cultural variation, using instructional material designed according to cognitive load theory principles in a cross-cultural context.

Comparing written and photo-based indoor wayfinding instructions through eye fixation measures and user ratings as mental effort assessments.

The use of mobile pedestrian wayfinding applications is gaining importance indoors. However, compared to outdoors, much less research has been conducted with respect to the most adequate ways to convey indoor wayfinding information to a user. An explorative study was conducted to compare two pedestrian indoor wayfinding applications, one text-based (SoleWay) and one image-based (Eyedog), in terms of mental effort. To do this, eye tracking data and mental effort ratings were collected from 29 participants during two routes in an indoor environment. The results show that both textual instructions and photographs can enable a navigator to find his/her way while experiencing no or very little cognitive effort or difficulties. However, these instructions must be in line with a user’s expectations of the route, which are based on his/her interpretation of the indoor environment at decision points. In this case, textual instructions offer the advantage that specific information can be explicitly and concisely shared with the user. Furthermore, the study drew attention to potential usability issues of the wayfinding aids (e.g. the incentive to swipe) and, as such, demonstrated the value of eye tracking and mental effort assessments in usability research.