Experimental analysis of the accessibility of drawings with few segments

The visual complexity of a graph drawing is defined as the number of geometric objects needed to represent all its edges. In particular, one object may represent multiple edges, e.g., one needs only one line segment to draw two collinear incident edges. We study the question if drawings with few segments have a better aesthetic appeal and help the user to asses the underlying graph. We design an experiment that investigates two different graph types (trees and sparse graphs), three different layout algorithms for trees, and two different layout algorithms for sparse graphs. We asked the users to give an aesthetic ranking on the layouts and to perform a furthest-pair or shortest-path task on the drawings.Comment: Appears in the Proceedings of the 25th International Symposium on Graph Drawing and Network Visualization (GD 2017

Effective Affective User Interface Design in Games

It is proposed that games, which are designed to generate positive affect, are most successful when they facilitate flow (Csikszentmihalyi 1992). Flow is a state of concentration, deep enjoyment, and total absorption in an activity. The study of games, and a resulting understanding of flow in games can inform the design of nonleisure software for positive affect. The paper considers the ways in which computer games contravene Nielsen’s guidelines for heuristic evaluation (Nielsen and Molich 1990) and how these contraventions impact on flow. The paper also explores the implications for research that stem from the differences between games played on a personal computer and games played on a dedicated console. This research takes important initial steps towards defining how flow in computer games can inform affective design

Probing physics students' conceptual knowledge structures through term association

Traditional tests are not effective tools for diagnosing the content and structure of students' knowledge of physics. As a possible alternative, a set of term-association tasks (the "ConMap" tasks) was developed to probe the interconnections within students' store of conceptual knowledge. The tasks have students respond spontaneously to a term or problem or topic area with a sequence of associated terms; the response terms and timeof- entry data are captured. The tasks were tried on introductory physics students, and preliminary investigations show that the tasks are capable of eliciting information about the stucture of their knowledge. Specifically, data gathered through the tasks is similar to that produced by a hand-drawn concept map task, has measures that correlate with inclass exam performance, and is sensitive to learning produced by topic coverage in class. Although the results are preliminary and only suggestive, the tasks warrant further study as student-knowledge assessment instruments and sources of experimental data for cognitive modeling efforts.Comment: 31 pages plus 2 tables and 8 figure

Best Practices for Evaluating Flight Deck Interfaces for Transport Category Aircraft with Particular Relevance to Issues of Attention, Awareness, and Understanding CAST SE-210 Output 2 Report 6 of 6

Attention, awareness, and understanding of the flight crew are a critical contributor to safety and the flight deck plays a critical role in supporting these cognitive functions. Changes to the flight deck need to be evaluated for whether the changed device provides adequate support for these functions. This report describes a set of diverse evaluation methods. The report recommends designing the interface-evaluation to span the phases of the device development, from early to late, and it provides methods appropriate at each phase. It describes the various ways in which an interface or interface component can fail to support awareness as potential issues to be assessed in evaluation. It summarizes appropriate methods to evaluate different issues concerning inadequate support for these functions, throughout the phases of development

Simulating activities: Relating motives, deliberation, and attentive coordination

Activities are located behaviors, taking time, conceived as socially meaningful, and usually involving interaction with tools and the environment. In modeling human cognition as a form of problem solving (goal-directed search and operator sequencing), cognitive science researchers have not adequately studied “off-task” activities (e.g., waiting), non-intellectual motives (e.g., hunger), sustaining a goal state (e.g., playful interaction), and coupled perceptual-motor dynamics (e.g., following someone). These aspects of human behavior have been considered in bits and pieces in past research, identified as scripts, human factors, behavior settings, ensemble, flow experience, and situated action. More broadly, activity theory provides a comprehensive framework relating motives, goals, and operations. This paper ties these ideas together, using examples from work life in a Canadian High Arctic research station. The emphasis is on simulating human behavior as it naturally occurs, such that “working” is understood as an aspect of living. The result is a synthesis of previously unrelated analytic perspectives and a broader appreciation of the nature of human cognition. Simulating activities in this comprehensive way is useful for understanding work practice, promoting learning, and designing better tools, including human-robot systems

ICT and adult literacy, numeracy and ESOL

Mellar, H., Kambouri, M., Sanderson, M., and Pavlou, V. (2004) ICT and adult literacy, numeracy and ESOL. London: NRDC. Available at: http://www.nrdc.org.uk/uploads/documents/doc_258.pdfResearch report for NRDCThis project set out to obtain a picture of present teaching practice in the use of ICT in adult literacy, numeracy and ESOL within formal provision. (http://www.nrdc.org.uk/uploads/documents/doc_258.pdf

Modelling the Developing Mind: From Structure to Change

This paper presents a theory of cognitive change. The theory assumes that the fundamental causes of cognitive change reside in the architecture of mind. Thus, the architecture of mind as specified by the theory is described first. It is assumed that the mind is a three-level universe involving (1) a processing system that constrains processing potentials, (2) a set of specialized capacity systems that guide understanding of different reality and knowledge domains, and (3) a hypecognitive system that monitors and controls the functioning of all other systems. The paper then specifies the types of change that may occur in cognitive development (changes within the levels of mind, changes in the relations between structures across levels, changes in the efficiency of a structure) and a series of general (e.g., metarepresentation) and more specific mechanisms (e.g., bridging, interweaving, and fusion) that bring the changes about. It is argued that different types of change require different mechanisms. Finally, a general model of the nature of cognitive development is offered. The relations between the theory proposed in the paper and other theories and research in cognitive development and cognitive neuroscience is discussed throughout the paper

Cerebral activations related to ballistic, stepwise interrupted and gradually modulated movements in parkinson patients

Patients with Parkinson's disease (PD) experience impaired initiation and inhibition of movements such as difficulty to start/stop walking. At single-joint level this is accompanied by reduced inhibition of antagonist muscle activity. While normal basal ganglia (BG) contributions to motor control include selecting appropriate muscles by inhibiting others, it is unclear how PD-related changes in BG function cause impaired movement initiation and inhibition at single-joint level. To further elucidate these changes we studied 4 right-hand movement tasks with fMRI, by dissociating activations related to abrupt movement initiation, inhibition and gradual movement modulation. Initiation and inhibition were inferred from ballistic and stepwise interrupted movement, respectively, while smooth wrist circumduction enabled the assessment of gradually modulated movement. Task-related activations were compared between PD patients (N = 12) and healthy subjects (N = 18). In healthy subjects, movement initiation was characterized by antero-ventral striatum, substantia nigra (SN) and premotor activations while inhibition was dominated by subthalamic nucleus (STN) and pallidal activations, in line with the known role of these areas in simple movement. Gradual movement mainly involved antero-dorsal putamen and pallidum. Compared to healthy subjects, patients showed reduced striatal/SN and increased pallidal activation for initiation, whereas for inhibition STN activation was reduced and striatal-thalamo-cortical activation increased. For gradual movement patients showed reduced pallidal and increased thalamo-cortical activation. We conclude that PD-related changes during movement initiation fit the (rather static) model of alterations in direct and indirect BG pathways. Reduced STN activation and regional cortical increased activation in PD during inhibition and gradual movement modulation are better explained by a dynamic model that also takes into account enhanced responsiveness to external stimuli in this disease and the effects of hyper-fluctuating cortical inputs to the striatum and STN in particular