Using Noninvasive Brain Measurement to Explore the Psychological Effects of Computer Malfunctions on Users during Human-Computer Interactions

In today’s technologically driven world, there is a need to better understand the ways that common computer malfunctions affect computer users. These malfunctions may have measurable influences on computer user’s cognitive, emotional, and behavioral responses. An experiment was conducted where participants conducted a series of web search tasks while wearing functional nearinfrared spectroscopy (fNIRS) and galvanic skin response sensors. Two computer malfunctions were introduced during the sessions which had the potential to influence correlates of user trust and suspicion. Surveys were given after each session to measure user’s perceived emotional state, cognitive load, and perceived trust. Results suggest that fNIRS can be used to measure the different cognitive and emotional responses associated with computer malfunctions. These cognitive and emotional changes were correlated with users’ self-report levels of suspicion and trust, and they in turn suggest future work that further explores the capability of fNIRS for the measurement of user experience during human-computer interactions

Measuring stress and cognitive load effects on the perceived quality of a multimodal dialogue system

In this paper we present the results of a pilot study investigating the impact of stress and cognitive load on the perceived interaction quality of a multimodal dialogue system for crisis management. Four test subjects interacted with the system in four differently configured trials aiming to induce low/high levels of stress and cognitive load. To measure the level of stress and cognitive load physiological sensors and subjective ratings were collected. After each trial the subjects filled in an evaluation questionnaire regarding the system interaction quality. In the end we conducted an in-depth interview with each subject. The trials were recorded with a webcam to facilitate the behaviour analysis. Results showed that both factors have an influence on the way subjects perceived the interaction quality, whereas the cognitive load seems to have a higher impact. Further quantitative experiments are needed in order to validate the results and quantify the weight of each factor. \u

Measuring cognitive load and cognition: metrics for technology-enhanced learning

This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of those focussed on the development of direct empirical approaches. Over the last 40 years, cognitive load theory has become established as one of the most successful and influential theoretical explanations of cognitive processing during learning. Despite this success, attempts to obtain direct objective measures of the theory's central theoretical construct – cognitive load – have proved elusive. This obstacle represents the most significant outstanding challenge for successfully embedding the theoretical and experimental work on cognitive load in empirical data from authentic learning situations. Progress to date on the theoretical and practical approaches to cognitive load are discussed along with the influences of individual differences on cognitive load in order to assess the prospects for the development and application of direct empirical measures of cognitive load especially in technology-rich contexts

Investigating the generalizability of EEG-based Cognitive Load Estimation Across Visualizations

We examine if EEG-based cognitive load (CL) estimation is generalizable across the character, spatial pattern, bar graph and pie chart-based visualizations for the nback~task. CL is estimated via two recent approaches: (a) Deep convolutional neural network, and (b) Proximal support vector machines. Experiments reveal that CL estimation suffers across visualizations motivating the need for effective machine learning techniques to benchmark visual interface usability for a given analytic task

An investigation into usability and exclusivity issues of digital programmable thermostats

This is the pre-print version of the Article - Copyright @ 2011 Taylor & FrancisWith nearly 60% of domestic energy consumption relating to space heating, the interaction between users and their heating controls is crucial in reducing consumption. Yet, many heating controls are complex and exclude people due to the demands placed upon their capabilities in terms of vision, reach, dexterity and thinking. This study explores the scale of and reasons for user exclusion in relation to digital programmable thermostats. The Exclusion Calculator was used to estimate the percentage of the population excluded from the use of three products. Full user testing was then conducted to elicit specific usability problems of the devices. The participants were a group of 14 younger users (aged 24–44) and 10 older users (aged 62–75). The exclusion calculations underestimated the actual exclusion significantly for both age ranges (p<0.05). None of the older users were able to complete the programming of the thermostats. Additionally, the cognitive demands of these systems were considered using a subjective workload assessment method, based on the NASA Task Load Index, and were found to be excessive. In conclusion, this study makes recommendations to facilitate the design of more inclusive digital programmable thermostats. It is argued that such changes could result in reductions in domestic heat energy consumption.This work is funded by the ESPRC and Buro Happold

Performance of a cognitive load inventory during simulated handoffs: Evidence for validity.

BackgroundAdvancing patient safety during handoffs remains a public health priority. The application of cognitive load theory offers promise, but is currently limited by the inability to measure cognitive load types.ObjectiveTo develop and collect validity evidence for a revised self-report inventory that measures cognitive load types during a handoff.MethodsBased on prior published work, input from experts in cognitive load theory and handoffs, and a think-aloud exercise with residents, a revised Cognitive Load Inventory for Handoffs was developed. The Cognitive Load Inventory for Handoffs has items for intrinsic, extraneous, and germane load. Students who were second- and sixth-year students recruited from a Dutch medical school participated in four simulated handoffs (two simple and two complex cases). At the end of each handoff, study participants completed the Cognitive Load Inventory for Handoffs, Paas' Cognitive Load Scale, and one global rating item for intrinsic load, extraneous load, and germane load, respectively. Factor and correlational analyses were performed to collect evidence for validity.ResultsConfirmatory factor analysis yielded a single factor that combined intrinsic and germane loads. The extraneous load items performed poorly and were removed from the model. The score from the combined intrinsic and germane load items associated, as predicted by cognitive load theory, with a commonly used measure of overall cognitive load (Pearson's r = 0.83, p &lt; 0.001), case complexity (beta = 0.74, p &lt; 0.001), level of experience (beta = -0.96, p &lt; 0.001), and handoff accuracy (r = -0.34, p &lt; 0.001).ConclusionThese results offer encouragement that intrinsic load during handoffs may be measured via a self-report measure. Additional work is required to develop an adequate measure of extraneous load

The influence of working memory load on response inhibition in children with attention-deficit/hyperactivity disorder or reading disorder

The aim of the present study was to examine the relationship between response inhibition and working memory in 8-12-year-old children with attention-deficit/hyperactivity disorder (ADHD; n = 19), reading disorder (RD; n = 17), ADHD + RD (n = 21), and control children (n = 19). For the first time a within-task methodology was used to study the combined effect of both executive functions on a common measure of task performance in two often comorbid childhood disorders, ADHD and RD. We found evidence of an interaction between both domains, suggesting that they rely on a common pool of resources. In addition, we found that children with ADHD or RD were not more seriously affected by the combined load of both executive functions than children without ADHD or RD