Task Modality Research Articles

An in-depth analysis of the interaction transitions in a collaborative Augmented Reality-based mathematic game

ABSTRACTCollaborative learning has long been proved to be a crucial agent for enhancing students’ social skills, problem-solving abilities and individual learning performance. Understanding how students move from one phase to another in their collaboration process can inform educators of how best to facilitate such learning. However, this is still an area needing more vigorous research. This study explores the process of students’ co-construction of knowledge in a digital game-based learning environment using a sequential analysis approach, with the aim to identify the significant features of students’ interactional transitions that would potentially lead to better learning. To achieve this aim, we designed a collaborative learning environment in which 24 sixth graders worked in 6 groups to compete in an Augmented Reality-based mathematic game that we designed. The results from the analysis of their interaction show that phases of interaction in a digital game-based learning environment transited differently in many ways from those in online text-based forums, and that task types, modalities, participant characteristics and learning goals all played a crucial role in determining how learners co-constructed knowledge.

Variation in syntactic complexity: Introduction

This special issue, focusing on different types of variation in syntactic complexity, offers a critical discussion of the role of variation in syntactic complexity research in SLA. Special attention is paid to inter‐learner variation (i.e., individual developmental trajectories of acquiring syntactic complexity) and to interactions with related constructs, for instance between syntax and morphology, and between syntactic and lexical complexity. The overarching focus of the different contributions is to investigate the possible variation of (syntactic) complexity according to various external factors, such as levels of linguistic proficiency (developmental variation), variation in task modality (i.e., oral, written), task types and genres, and variation in source and target languages (cross‐linguistic variation

A learner corpus analysis: Effects of task complexity, task type, and L1 & L2 similarity on propositional and linguistic complexity

Abstract Learner corpora provide researchers with a rich pool of resources that can complement experimental studies. The purpose of the present paper is to provide task complexity researchers, for the first time, with further insight regarding interactive effects of task complexity, task type, task modality, and L1 background on linguistic and propositional complexity. Analyzing 720 intermediate-level (B1) written texts that were extracted from open access online language learning platform, the EF-Cambridge Open Language Database (EFCAMDAT) revealed that there was a significant interaction effect among task design features (task complexity, task type, and L1 background) that influenced linguistic and propositional complexity of written texts. This suggests that task complexity does not function in isolation of other task design features such as task type and L1 background.

Behavioral Changes to Repeated Takeovers in Highly Automated Driving: Effects of the Takeover-Request Design and the Nondriving-Related Task Modality.

We investigated drivers' behavior and subjective experience when repeatedly taking over their vehicles' control depending on the design of the takeover request (TOR) and the modality of the nondriving-related task (NDRT). Previous research has shown that taking over vehicle control after highly automated driving provides several problems for drivers. There is evidence that the TOR design and the NDRT modality may influence takeover behavior and that driver behavior changes with more experience. Forty participants were requested to resume control of their simulated vehicle six times. The TOR design (auditory or visual-auditory) and the NDRT modality (auditory or visual) were varied. Drivers' takeover behavior, gaze patterns, and subjective workload were recorded and analyzed. Results suggest that drivers change their behavior to the repeated experience of takeover situations. An auditory TOR leads to safer takeover behavior than a visual-auditory TOR. And with an auditory TOR, the takeover behavior improves with experience. Engaging in the visually demanding NDRT leads to fewer gazes on the road than the auditory NDRT. Participants' fixation duration on the road decreased over the three takeovers with the visually demanding NDRT. The results imply that (a) drivers change their behavior to repeated takeovers, (b) auditory TOR designs might be preferable over visual-auditory TOR designs, and (c) auditory demanding NDRTs allow drivers to focus more on the driving scene. The results of the present study can be used to design TORs and determine allowed NDRTs in highly automated driving.

Task modality and pair formation method: Their impact on patterns of interaction and LREs among EFL primary school children

Research on L2 interaction among adults has shown that task modality influences language learning opportunities, with oral tasks eliciting more attention to meaning and tasks including a written component more attention to form. Recent research has also shown that pairing method has an impact on the nature of peer interaction. However, no research on these topics has been carried out with young learners in foreign language settings. This study examines the interaction of 32 dyads of 11–12 year-old Spanish EFL learners with an elementary proficiency level while they completed an oral task and an oral + written task. They were divided into proficiency-paired, teacher-selected and self-selected groups, whose interaction was video recorded, transcribed and analyzed for interactional patterns and frequency, nature and outcome of language-related episodes (LREs). The findings revealed that children were mostly collaborative in both modalities but there were differences regarding how the tasks unfolded. As for attention to form, the children generated more LREs in the oral + written task. The qualitative analysis showed that they pooled their linguistic resources together in order to correctly solve at least half of the LREs produced.

The effects of task modality on L2 Chinese learners’ pragmatic development: Computer-mediated written chat vs. face-to-face oral chat

Recent studies in Task-based Language Teaching showed the unique benefits of computer-mediated communication (CMC) on task-based interaction such as providing visual saliency of text and extended processing time for modified output (e.g., Smith, 2004, 2005). However, it is not clear whether CMC is more conducive for task-based learning compared to traditional face-to-face (FTF) mode. This study directly compared the effects of the two task modalities (CMC and FTF) on the pragmatics learning of Chinese modal verbs. This study focused on task-based pragmatics learning because tasks are supposed to promote learners to use language for pragmatic purposes. Thirty learners of L2 Chinese (high-elementary to intermediate level) completed two decision-making tasks in pairs. Half of the participants completed the tasks in CMC (N = 16), while the other half completed the same tasks in FTF (N = 14). Production and recognition tests were used at pre, post and delayed post-test to measure the learning outcomes. Task-based interaction in both modalities was analyzed for the frequency and pattern of modal verb use. Resudlts showed that the FTF group outperformed the CMC group at the immediate and delayed post-test. The FTF group also produced modal verbs more frequently during the tasks. Contrary to the previous claims on the potential advantages of CMC, this study indicates that FTF might be more beneficial for task-based pragmatics learning. The efficacy and challenges of CMC-based learning thus deserves further investigation.

Post-sauna recovery enhances brain neural network relaxation and improves cognitive economy in oddball tasks

Objective: The aim of this study was to investigate the post-sauna residual consequences on brain neural network arousal, information processing and cognitive performance.Methods: Sixteen male subjects (24 ± 1 yr.) participated in the study. Whole-body hyperthermia was induced with Finnish sauna bathing. Before and 90 min after the sauna, resting electroencephalography (EEG) for spectral analysis and EEG event-related potentials (ERPs) during oddball tasks by two modalities (auditory and visual) were recorded.Results: Sauna bathing increased rectal temperature (Tre, 37.11 ± 0.33 °C to 38.84 ± 0.32 °C) and heart rate (HR, 65.63 ± 9.39 bpm to 151.0 ± 21.8 bpm). At 90 min after the sauna, Tre (37.00 ± 0.29 °C) and HR (72.1 ± 2.80 bpm) recovered to baseline levels. An increase was found in alpha power following sauna recovery. In the visual task modality, post-sauna recovery led to enhancement in the N2 amplitude with centroparietal distribution and decreases in P3 amplitude with distribution along the frontoparietal axis for executive motor–cognitive processing. In the auditory task modality, post-sauna recovery led to a decrease in P3 amplitude with a frontoparietal distribution and this change was accompanied by auditory N2 amplitude enhancement along the centroparietal distribution for non-target cognitive processing. No significant differences in task performance were found.Conclusion: Post-sauna recovery to normothermia led to enhanced resting neural network relaxation followed by increases in cognitive processing economy for the given oddball tasks. The auditory processing was not affected more by post-sauna recovery than was visual processing. Post-sauna recovery modifications in ERP components (stimulus processing) were insufficient to affect cognitive performance in both visual and auditory task modalities.

The Effects of Online Planning on CAF in L2 Spoken and Written Performance

The purpose of this study is to investigate the effects of no planning and online planning on complexity, accuracy, and fluency (CAF) in L2 spoken and written tasks. The study was designed into 2x2 with two independent variables: planning conditions (no planning and online planning) and task modality (speaking and writing). First, 80 Korean EFL undergraduates performed two tasks in a laboratory setting: a proficiencyassigning narrative spoken task and a randomly assigned main task. The main task had four different conditions: no planning in speaking, online planning in speaking, no planning in writing, and online planning in writing. The participants’ spoken and written performances were measured and analyzed for syntactic complexity, accuracy, and fluency. The findings demonstrated that the no planning (NP) group improved accuracy and fluency significantly more than the online planning (OP) group in the spoken task and that the NP group improved their fluency more than the OP group in the written task. Additionally, in both planning conditions, the written task increased accuracy more than the spoken task, whereas the spoken task increased fluency more than the written task. It is hoped that these findings will facilitate understanding of the supportive role of planning in task manipulation in terms of L2 learners’ limited attentional resources and its relationship with linguistic performance.

Neural Correlates of Feedback Processing in Visuo-Tactile Crossmodal Paired-Associate Learning.

Previous studies have examined the neural correlates for crossmodal paired-associate (PA) memory and the temporal dynamics of its formation. However, the neural dynamics for feedback processing of crossmodal PA learning remain unclear. To examine this process, we recorded event-related scalp electrical potentials for PA learning of unimodal visual-visual pairs and crossmodal visual-tactile pairs when participants performed unimodal and crossmodal tasks. We examined event-related potentials (ERPs) after the onset of feedback in the tasks for three effects: feedback type (positive feedback vs. negative feedback), learning (as the learning progressed) and the task modality (crossmodal vs. unimodal). The results were as follows: (1) feedback type: the amplitude of P300 decreased with incorrect trials and the P400/N400 complex was only present in incorrect trials; (2) learning: progressive positive voltage shifts in frontal recording sites and negative voltage shifts in central and posterior recording sites were identified as learning proceeded; and (3) task modality: compared with the unimodal PA learning task, positive voltage shifts in frontal sites and negative voltage shifts in posterior sites were found in the crossmodal PA learning task. To sum up, these results shed light on cortical excitability related to feedback processing of crossmodal PA learning.

Incidental category learning and cognitive load in a multisensory environment across childhood.

Multisensory information has been shown to facilitate learning (Bahrick & Lickliter, 2000; Broadbent, White, Mareschal, & Kirkham, 2017; Jordan & Baker, 2011; Shams & Seitz, 2008). However, although research has examined the modulating effect of unisensory and multisensory distractors on multisensory processing, the extent to which a concurrent unisensory or multisensory cognitive load task would interfere with or support multisensory learning remains unclear. This study examined the role of concurrent task modality on incidental category learning in 6- to 10-year-olds. Participants were engaged in a multisensory learning task while also performing either a unisensory (visual or auditory only) or multisensory (audiovisual) concurrent task (CT). We found that engaging in an auditory CT led to poorer performance on incidental category learning compared with an audiovisual or visual CT, across groups. In 6-year-olds, category test performance was at chance in the auditory-only CT condition, suggesting auditory concurrent tasks may interfere with learning in younger children, but the addition of visual information may serve to focus attention. These findings provide novel insight into the use of multisensory concurrent information on incidental learning. Implications for the deployment of multisensory learning tasks within education across development and developmental changes in modality dominance and ability to switch flexibly across modalities are discussed.

Cognitive-Motor Interference in an Ecologically Valid Street Crossing Scenario.

Laboratory-based research revealed that gait involves higher cognitive processes, leading to performance impairments when executed with a concurrent loading task. Deficits are especially pronounced in older adults. Theoretical approaches like the multiple resource model highlight the role of task similarity and associated attention distribution problems. It has been shown that in cases where these distribution problems are perceived relevant to participant's risk of falls, older adults prioritize gait and posture over the concurrent loading task. Here we investigate whether findings on task similarity and task prioritization can be transferred to an ecologically valid scenario. Sixty-three younger adults (20–30 years of age) and 61 older adults (65–75 years of age) participated in a virtual street crossing simulation. The participants' task was to identify suitable gaps that would allow them to cross a simulated two way street safely. Therefore, participants walked on a manual treadmill that transferred their forward motion to forward displacements in a virtual city. The task was presented as a single task (crossing only) and as a multitask. In the multitask condition participants were asked, among others, to type in three digit numbers that were presented either visually or auditorily. We found that for both age groups, street crossing as well as typing performance suffered under multitasking conditions. Impairments were especially pronounced for older adults (e.g., longer crossing initiation phase, more missed opportunities). However, younger and older adults did not differ in the speed and success rate of crossing. Further, deficits were stronger in the visual compared to the auditory task modality for most parameters. Our findings conform to earlier studies that found an age-related decline in multitasking performance in less realistic scenarios. However, task similarity effects were inconsistent and question the validity of the multiple resource model within ecologically valid scenarios.

Effects of Non-Driving Related Task Modalities on Takeover Performance in Highly Automated Driving

Aim of the study was to evaluate the impact of different non-driving related tasks (NDR tasks) on takeover performance in highly automated driving. During highly automated driving, it is allowed to engage in NDR tasks temporarily. However, drivers must be able to take over control when reaching a system limit. There is evidence that the type of NDR task has an impact on takeover performance, but little is known about the specific task characteristics that account for performance decrements. Thirty participants drove in a simulator using a highly automated driving system. Each participant faced five critical takeover situations. Based on assumptions of Wickens's multiple resource theory, stimulus and response modalities of a prototypical NDR task were systematically manipulated. Additionally, in one experimental group, the task was locked out simultaneously with the takeover request. Task modalities had significant effects on several measures of takeover performance. A visual-manual texting task degraded performance the most, particularly when performed handheld. In contrast, takeover performance with an auditory-vocal task was comparable to a baseline without any task. Task lockout was associated with faster hands-on-wheel times but not altered brake response times. Results showed that NDR task modalities are relevant factors for takeover performance. An NDR task lockout was highly accepted by the drivers and showed moderate benefits for the first takeover reaction. Knowledge about the impact of NDR task characteristics is an enabler for adaptive takeover concepts. In addition, it might help regulators to make decisions on allowed NDR tasks during automated driving.

The effect of task modality and stimulus frequency in paced serial addition tests on functional brain activity.

IntroductionThe paced serial addition test (PSAT) is regularly used to assess cognitive deficits in various neuropsychiatric conditions. Being a complex test, it reflects the status of multiple cognitive domains such as working memory, information processing speed and executive functioning. Two versions of the PSAT exist. One uses auditory stimuli through spoken numbers and is known as the PASAT, while the other one presents patients with visual stimuli and is called PVSAT. The PASAT is considered more frustrating by patients, and hence the visual version is usually preferred. Research has suggested that an interference might exist between patients’ verbal answers and the auditory presentation of stimuli. We therefore removed the verbal response in this study, and aimed to investigate differences in functional brain activity through functional magnetic resonance imaging.MethodsFifteen healthy controls performed the two test versions inside an MRI scanner—switching between stimulus modality (auditory vs. visual) as well as inter-stimulus frequency (3s vs. 2s). We extracted 11 independent components from the data: attentional, visual, auditory, sensorimotor and default mode networks. We then performed statistical analyses of mean network activity within each component, as well as inter-network connectivity of each component pair during the different task types.ResultsUnsurprisingly, we noted an effect of modality on activity in the visual and auditory components. However, we also describe bilateral frontoparietal, anterior cingulate and insular attentional network activity. An effect of frequency was noted only in the sensorimotor network. Effects were found on edges linking visual and auditory regions. Task modality influenced an attentional-sensorimotor connection, while stimulus frequency had an influence on sensorimotor-default mode connections.ConclusionsScanner noise during functional MRI may interfere with brain activation—especially during tasks involving auditory pathways. The question whether to use PVSAT or PASAT for an fMRI study is, therefore, an important one. Specific effects of both modalities should be known to study designers. We conclude that both tests should not be considered interchangeable, as significant changes were brought to light during test performance in different modalities.

Exploring second language learners’ grammaticality judgment performance in relation to task design features

This paper reports on an investigation of how second language (L2) learners' grammaticality judgment task (GJT) performance varies according to time constraints, task modality, and task stimulus in relation to two target features. One hundred and twenty EFL students were asked to judge items as grammatical or ungrammatical on four computer-based GJTs -- two differing along the timed/untimed dimension and two differing along the aural/written dimension. Each GJT consists of 60 items (30 grammatical and 30 ungrammatical) focusing on two grammatical features in English, the passive voice and the past progressive, which were hypothesized to differ in terms of their learning difficulty. The results indicated that time constraints, task modality and task stimulus played a significant role in affecting L2 learners’ GJT performance. Furthermore, although the learners performed better on the past progressive items, their GJT performance indicated similar patterns in relation to task design features across both target structures.

Effects of primary task predictability and secondary task modality on lane maintenance

The objective of this work was to investigate the effects of auditory and visuo-spatial secondary tasks on variability in lane position in predictable and unpredictable driving conditions. Sixty-six participants drove a simulated vehicle. Predictability was manipulated by adding wind gusts, and the secondary task load by either an auditory task (Experiment 1) or a visuo-spatial task (Experiment 2). Results demonstrated that in the predictable driving condition, lane position variability decreased when auditory secondary task load was given, but it was not affected by visuo-spatial secondary task load. In the unpredictable driving condition; however, while the auditory secondary task load did not affect lane position variability, visuo-spatial secondary task load increased it. The data suggests that the effects of cognitive load on lane maintenance may depend on the type of the secondary task beside predictability of primary task.

Tetris and Word games lead to fewer intrusive memories when applied several days after analogue trauma

ABSTRACTBackground: Intrusive trauma memories are a key symptom of posttraumatic stress disorder (PTSD), so disrupting their recurrence is highly important. Intrusion development was hindered by visuospatial interventions administered up to 24 hours after analogue trauma. It is unknown whether interventions can be applied later, and whether modality or working-memory load are crucial factors.Objectives: This study tested: (1) whether a visuospatial task would lead to fewer intrusions compared to a reactivation-only group when applied after memory reactivation four days after analogue trauma exposure (extended replication), (2) whether both tasks (i.e. one aimed to be visuospatial, one more verbal) would lead to fewer intrusions than the reactivation-only group (intervention effect), and (3) whether supposed task modality (visuospatial or verbal) is a critical component (modality effect).Method: Fifty-four participants were randomly assigned to reactivation+Tetris (visuospatial), reactivation+Word games (verbal), or reactivation-only (no task). They watched an aversive film (day 0) and recorded intrusive memories of the film in diary A. On day 4, memory was reactivated, after which participants played Tetris, Word games, or had no task for 10 minutes. They then kept a second diary (B). Informative hypotheses were evaluated using Bayes factors.Results: Reactivation+Tetris and reactivation+Word games resulted in relatively fewer intrusions from the last day of diary A to the first day of diary B than reactivation-only (objective 1 and 2). Thus, both tasks were effective even when applied days after analogue trauma. Reactivation-only was not effective. Reactivation+Word games appeared to result in fewer intrusions than reactivation+Tetris (objective 3; modality effect), but this evidence was weak. Explorative analyses showed that Word games were more difficult than Tetris.Conclusions: Applying a task four days after the trauma film (during memory reconsolidation) was effective. The modality versus working-memory load issue is inconclusive.

Driver Workload and Secondary Task Modality while Driving on Horizontal Curves

High driver workload has been considered as a risk factor in motor vehicle crashes. To minimize the number of crashes and improve driving safety, it is necessary to investigate driver workload and the most influential factor that affects driver workload. In this study, we examined the effects of road geometry, driving performance (by both steering wheel and pedal controls), and secondary task modality type on driver workload. A hierarchical ordinary least squares multiple regression analysis revealed that visually demanding secondary task predicted higher driver workload. This finding could help in-vehicle interface designs to minimize driver workload and improve driving safety.

‘One Task Fits All’? The Roles of Task Complexity, Modality, and Working Memory Capacity in L2 Performance

The present study explores the independent and interactive effects of task complexity and task modality on linguistic dimensions of second language (L2) performance and investigates how these effects are modulated by individual differences in working memory capacity. Thirty‐two intermediate learners of L2 Spanish completed less and more complex versions of the same type of argumentative task in the speaking and writing modalities. Perceived complexity questionnaires were administered as measures of cognitive load to both L2 learners and native speakers to independently validate task complexity manipulations. Task performance was analyzed in terms of general (complexity and accuracy) as well as task‐relevant (conjunctions) linguistic measures. Quantitative analyses revealed that task modality played a larger role than task complexity in inducing improved linguistic performance during task‐based work: Speaking tasks brought about more syntactically complex output while writing tasks favored more lexically complex and more accurate language. In addition, relationships of working memory capacity with various linguistic measures were attested, but only when the cognitive complexity of tasks was enhanced.

Impact of task modality on collaborative dialogue among plurilingual learners: a classroom-based study

ABSTRACTDespite a growing amount of research on collaborative dialogue during task performance, little attention has been given to the occurrence of collaborative dialogue across task modality and its impact on language development. To expand our current understanding of task modality effects on learning opportunities, we examined the process of engaging in collaborative dialogue, operationalized as language-related episodes (LREs), during the oral and written modalities of two decision-making tasks and subsequent language development. Five dyads composed of Spanish (L1) – English (L2) bilingual students learning French (L3) completed two decision-making tasks, each containing oral and written components. LREs were coded in terms of type (lexis-based, form-based), resolution (learner-learner correctly resolved, learner-teacher correctly resolved, incorrectly resolved, or unresolved), and first language use. Tailor-made posttests were created based on LREs to measure language development. Findings indicate a higher percentage of lexis-based LREs, which were more salient during the oral modality. Accuracy scores on posttests suggest that LREs promote target language development.

The Effects of Mode and Task Complexity on Second Language Production

Taking a psycholinguistic orientation within task‐based language teaching scholarship, this study investigated the effects of mode (oral vs. written) and task complexity on second language (L2) performance. The participants were 78 Catalan/Spanish learners of English as a foreign language. Half of the participants performed the simple and complex versions of an argumentative, instruction‐giving task orally, the other half did it in writing. The comparison of the participants’ oral and written performance revealed that speakers produced more idea units but that writers achieved higher scores for subordination, mean length of analysis‐of‐speech units, lexical diversity, extended idea units, and time on task. As for the effects of task complexity, the participants’ written production showed more variation between the complex and the simple versions of the task. These findings are interpreted in light of task modality effects in L2 learning and discussed in relation to task complexity theory and research.