Inside Out: Detecting Learners' Confusion to Improve Interactive Digital Learning Environments

Confusion is an emotion that is likely to occur while learning complex information. This emotion can be beneficial to learners in that it can foster engagement, leading to deeper understanding. However, if learners fail to resolve confusion, its effect can be detrimental to learning. Such detrimental learning experiences are particularly concerning within digital learning environments (DLEs), where a teacher is not physically present to monitor learner engagement and adapt the learning experience accordingly. However, with better information about a learner's emotion and behavior, it is possible to improve the design of interactive DLEs (IDLEs) not only in promoting productive confusion but also in preventing overwhelming confusion. This article reviews different methodological approaches for detecting confusion, such as self-report and behavioral and physiological measures, and discusses their implications within the theoretical framework of a zone of optimal confusion. The specificities of several methodologies and their potential application in IDLEs are discussed

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

Detecting users’ cognitive load by galvanic skin response with affective interference

Experiencing high cognitive load during complex and demanding tasks results in performance reduction, stress, and errors. However, these could be prevented by a system capable of constantly monitoring users’ cognitive load fluctuations and adjusting its interactions accordingly. Physiological data and behaviors have been found to be suitable measures of cognitive load and are now available in many consumer devices. An advantage of these measures over subjective and performance-based methods is that they are captured in real time and implicitly while the user interacts with the system, which makes them suitable for real-world applications. On the other hand, emotion interference can change physiological responses and make accurate cognitive load measurement more challenging. In this work, we have studied six galvanic skin response (GSR) features in detection of four cognitive load levels with the interference of emotions. The data was derived from two arithmetic experiments and emotions were induced by displaying pleasant and unpleasant pictures in the background. Two types of classifiers were applied to detect cognitive load levels. Results from both studies indicate that the features explored can detect four and two cognitive load levels with high accuracy even under emotional changes. More specifically, rise duration and accumulative GSR are the common best features in all situations, having the highest accuracy especially in the presence of emotions

Neural correlates of flow, boredom, and anxiety in gaming: An electroencephalogram study

Games are engaging and captivating from a human-computer interaction (HCI) perspective as they can facilitate a highly immersive experience. This research examines the neural correlates of flow, boredom, and anxiety during video gaming. A within-subject experimental study (N = 44) was carried out with the use of electroencephalogram (EEG) to assess the brain activity associated with three states of user experience - flow, boredom, and anxiety - in a controlled gaming environment. A video game, Tetris, was used to induce flow, boredom, and anxiety. A 64 channel EEG headset was used to track changes in activation patterns in the frontal, temporal, parietal, and occipital lobes of the players\u27 brains during the experiment. EEG signals were pre-processed and Fast Fourier Transformation values were extracted and analyzed. The results suggest that the EEG potential in the left frontal lobe is lower in the flow state than in the resting and boredom states. The occipital alpha is lower in the flow state than in the resting state. Similarly, the EEG theta in the left parietal lobe is lower during the flow state than the resting state. However, the EEG theta in the frontal-temporal region of the brain is higher in the flow state than in the anxiety state. The flow state is associated with low cognitive load, presence of attention levels, and loss of self-consciousness when compared to resting and boredom states --Abstract, page iii

The impact of modifying attentional bias on vulnerability to pain

The preferential deployment of attention to noxious versus benign information in the internal and external environment - “attentional bias” - is thought to confer vulnerability to pain. The current thesis tested this putative mechanism by modifying the bias using the visual-probe task (attentional bias modification; ABM) and examining effects of this experimental manipulation on attentional bias and critical pain outcomes. Drawing on recent evidence that the impact of pain on attentional bias varies across its temporal components, this thesis additionally tested the component stages of attentional bias implicated in pain experience by manipulating the duration for which visual-probe stimuli were presented. Study 1 confirmed that both rapid and slower attentional orienting was biased in individuals with persistent musculoskeletal pain. Results from Studies 2 and 3 indicated that acute experimentally-induced pain modified the faster bias and that participants whose fast bias was modified had reduced vulnerability to cold pressor pain, in comparison with control participants. This suggested that mechanisms of initial orienting were more active in the acute pain experience. Studies 4 and 5 revealed that concurrently retraining fast and slower bias was optimal for persistent musculoskeletal pain. Results of a systematic review and meta-analysis indicated a small overall statistical effect of ABM on pain severity. Critically, however, whereas ABM had been effective at reducing acute pain severity, this was not the case for persistent pain. Overall, these findings suggest that the faster bias influenced vulnerability to acute pain, indicating a potential therapeutic target for future research. However, retraining the earlier stage of attention alone did not influence persistent pain outcomes, where there appeared to be greater involvement of the slower bias. It was concluded that not only could attentional bias influence critical pain outcomes, but that the optimal timings may vary across temporal pain classifications