110,307 research outputs found
Inflexibility of experts â Reality or myth? Quantifying the Einstellung effect in chess masters
How does the knowledge of experts affect their behaviour in situations that require unusual
methods of dealing? One possibility, loosely originating in research on creativity and skill
acquisition, is that an increase in expertise can lead to inflexibility of thought due to
automation of procedures. Yet another possibility, based on expertise research, is that
expertsâ knowledge leads to flexibility of thought. We tested these two possibilities in a series of experiments using the Einstellung (set) effect paradigm. Chess players tried to solve
problems that had both a familiar but non-optimal solution and a better but less familiar one.
The more familiar solution induced the Einstellung (set) effect even in experts, preventing them from finding the optimal solution. The presence of the non-optimal solution reduced experts' problem solving ability was reduced to about that of players three standard deviations lower in skill level by the presence of the non-optimal solution. Inflexibility of thought induced by prior knowledge (i.e., the blocking effect of the familiar solution) was shown by experts but the more expert they were, the less prone they were to the effect. Inflexibility of experts is both reality and myth. But the greater the level of expertise, the more of a myth it becomes
A Framework for Exploring and Evaluating Mechanics in Human Computation Games
Human computation games (HCGs) are a crowdsourcing approach to solving
computationally-intractable tasks using games. In this paper, we describe the
need for generalizable HCG design knowledge that accommodates the needs of both
players and tasks. We propose a formal representation of the mechanics in HCGs,
providing a structural breakdown to visualize, compare, and explore the space
of HCG mechanics. We present a methodology based on small-scale design
experiments using fixed tasks while varying game elements to observe effects on
both the player experience and the human computation task completion. Finally
we discuss applications of our framework using comparisons of prior HCGs and
recent design experiments. Ultimately, we wish to enable easier exploration and
development of HCGs, helping these games provide meaningful player experiences
while solving difficult problems.Comment: 11 pages, 5 figure
Evaluating Singleplayer and Multiplayer in Human Computation Games
Human computation games (HCGs) can provide novel solutions to intractable
computational problems, help enable scientific breakthroughs, and provide
datasets for artificial intelligence. However, our knowledge about how to
design and deploy HCGs that appeal to players and solve problems effectively is
incomplete. We present an investigatory HCG based on Super Mario Bros. We used
this game in a human subjects study to investigate how different social
conditions---singleplayer and multiplayer---and scoring
mechanics---collaborative and competitive---affect players' subjective
experiences, accuracy at the task, and the completion rate. In doing so, we
demonstrate a novel design approach for HCGs, and discuss the benefits and
tradeoffs of these mechanics in HCG design.Comment: 10 pages, 4 figures, 2 table
A literature review of expert problem solving using analogy
We consider software project cost estimation from a problem solving perspective. Taking a cognitive psychological approach, we argue that the algorithmic basis for CBR tools is not representative of human problem solving and this mismatch could account for inconsistent results. We describe the fundamentals of problem solving, focusing on experts solving ill-defined problems. This is supplemented by a systematic literature review of empirical studies of expert problem solving of non-trivial problems. We identified twelve studies. These studies suggest that analogical reasoning plays an important role in problem solving, but that CBR tools do not model this in a biologically plausible way. For example, the ability to induce structure and therefore find deeper analogies is widely seen as the hallmark of an expert. However, CBR tools fail to provide support for this type of reasoning for prediction. We conclude this mismatch between expertsâ cognitive processes and software tools contributes to the erratic performance of analogy-based prediction
MOOCs Meet Measurement Theory: A Topic-Modelling Approach
This paper adapts topic models to the psychometric testing of MOOC students
based on their online forum postings. Measurement theory from education and
psychology provides statistical models for quantifying a person's attainment of
intangible attributes such as attitudes, abilities or intelligence. Such models
infer latent skill levels by relating them to individuals' observed responses
on a series of items such as quiz questions. The set of items can be used to
measure a latent skill if individuals' responses on them conform to a Guttman
scale. Such well-scaled items differentiate between individuals and inferred
levels span the entire range from most basic to the advanced. In practice,
education researchers manually devise items (quiz questions) while optimising
well-scaled conformance. Due to the costly nature and expert requirements of
this process, psychometric testing has found limited use in everyday teaching.
We aim to develop usable measurement models for highly-instrumented MOOC
delivery platforms, by using participation in automatically-extracted online
forum topics as items. The challenge is to formalise the Guttman scale
educational constraint and incorporate it into topic models. To favour topics
that automatically conform to a Guttman scale, we introduce a novel
regularisation into non-negative matrix factorisation-based topic modelling. We
demonstrate the suitability of our approach with both quantitative experiments
on three Coursera MOOCs, and with a qualitative survey of topic
interpretability on two MOOCs by domain expert interviews.Comment: 12 pages, 9 figures; accepted into AAAI'201
Can involving clients in simulation studies help them solve their future problems? A transfer of learning experiment
It is often stated that involving the client in operational research studies increases conceptual learning about a system which can then be applied repeatedly to other, similar, systems. Our study provides a novel measurement approach for behavioural OR studies that aim to analyse the impact of modelling in long term problem solving and decision making. In particular, our approach is the first to operationalise the measurement of transfer of learning from modelling using the concepts of close and far transfer, and overconfidence. We investigate learning in discrete-event simulation (DES) projects through an experimental study. Participants were trained to manage queuing problems by varying the degree to which they were involved in building and using a DES model of a hospital emergency department. They were then asked to transfer learning to a set of analogous problems. Findings demonstrate that transfer of learning from a simulation study is difficult, but possible. However, this learning is only accessible when sufficient time is provided for clients to process the structural behaviour of the model. Overconfidence is also an issue when the clients who were involved in model building attempt to transfer their learning without the aid of a new model. Behavioural OR studies that aim to understand learning from modelling can ultimately improve our modelling interactions with clients; helping to ensure the benefits for a longer term; and enabling modelling efforts to become more sustainable
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