Using a Cognitive Model of Web-Navigation to Generate Support for 3D Virtual Navigation

AbstractThough the cognitive processes controlling user navigation in virtual environments as well as in websites are similar, cognitive models of web-navigation have never been used for generating support in virtual environment navigation. We created a simulated 3D building of a hospital and presented users various navigation tasks under two conditions: a control condition and a model-generated support condition. Participants with model-generated support participants took significantly less time to reach their destination and were significantly less disoriented. The impact of model-generated support on disorientation was especially higher for users with low spatial ability

El efecto cognitivo de los mapas de contenidos en un hipertexto

Disorientation and navigation inefficiency are the consequences of the fragmented and incoherent structure of most hypertexts. To avoid these negative effects, researchers recommend, among other thing, an interface with a structural overview of the relations between sections. Some authors have found that with such an overview, information is looked up faster and remembered better. In this study, the question was examined as to whether a structural overview also leads to a deeper understanding. Forty students read a hypertext about the effects of ultraviolet radiation in one of two presentation conditions (structural overview condition, but just in the format of a list). After reading, they got text based questions and also inference questions. The results supported our hypothesis that a structural overview may hinder the understanding ofless knowledgeable readers, because it draws their attention to the textual macrostructure at the expense of attention to the microstructure of the text

Adapting the complexity level of a serious game to the proficiency of players

As games are continuously assessing the player, this assessment can be used to adapt the complexity of a game to the proficiency of the player in real time. We performed an experiment to examine the role of dynamic adaptation. In one condition, participants played a version of our serious game for triage training that automatically adapted the complexity level of the presented cases to how well the participant scored previously. Participants in the control condition played a version of the game with no adaptation. The adapted version was significantly more efficient and resulted in higher learning gains per instructional case, but did not lead to a difference in engagement. Adapting games to the proficiency of the player could make serious games more efficient learning tools

Game-based learning and the role of feedback. A case study

Burgos, D., Nimwegen, C. v., Oostendorp, H. v., & Koper, E. J. R. (2007). Game-based learning and inmediate feedback. The case study of the Planning Educational Task. International Journal of Advanced Technology in Learning.Educational electronic games and simulations (or simply educational eGames) engage players. They are attractive to awake and keep the focus of a user, and are useful for learning while covering learning objectives and playable goals. In eGames, feedback can improve learning and help the learner to take decisions about his strategy and it also encourages the learner’s motivation. However, too much feedback can in some situations lead to a weaker strategy by the learner to solve the problem presented, resulting in a lower performance. In this paper, we first show the relevance of eGames for learning and its relation with feedback. We introduce the need for appropriate feedback in order to get a better performance, but we also state that feedback depends on the context and on the game and that it is not always required in order to achieve the best performance while solving a problem. We carried out a case study (Planning Educational Task) with real learners/players, to study the differences between having and not having instant destination feedback while solving a problem. We discuss the results and implications of the case study, namely that in the context of our planning game, leaving feedback out improved performance.This paper is partially supported by the European projects TENCompetence (IST-TEL/2004-2.4.10, www.tencompetence.org) and ProLearn (IST Contract number 507310, www.prolearn-project.org). We also thank Dr. Hermina Schijf from Utrecht University for her involvement and assistance during this research project

The REVEAL educational environmental narrative framework for PlayStation VR

The REVEAL project is pioneering the use of PlayStation VR for educational applications which engage audiences in Europe's rich scientific and cultural heritage. The REVEAL software framework facilitates the development of Educational Environmental Narrative (EEN) games in virtual reality for the PlayStation 4. The framework is composed of a set of software layers and editor plugins which augment an existing game engine technology ("The PhyreEngine") and facilitate its transfer to educational applications. The PhyreEngine was created by Sony Interactive Entertainment Europe and is free and open source to registered PlayStation developers, including academic partners under the PlayStation First scheme. The REVEAL framework is built on top of the PhyreEngine and will be made similarly available to PlayStation developers through Sony Interactive Entertainment's developer network. This paper describes the functionality and design of the REVEAL framework, including its graph-based architecture, node-based locomotion system and high-resolution paper artefact rendering system. Key supporting tools are also described, including the Story Scaffolding Tool and its role in collecting detailed game analytics. The application of the framework is illustrated through an EEN case study application based on the life of Dr. Edward Jenner: the 18th century scientist credited with the discovery of vaccination. Finally, we discuss how we will empirically evaluate the effectiveness of a VR application and its components

The effects of the number of links and navigation support on cognitive load and learning with hypertext: The mediating role of reading order

In an experiment, we tested DeStefano and LeFevre's predictions as well as the usefulness of link suggestions. Participants used different versions of a hypertext, either with 3-links or 8-links per page, presenting link suggestions or not. We tested their cognitive load and learning outcomes. Results showed that there was a benefit of using link suggestions for learning, but no effect of number of links on learning was found. Moreover, the effects of our manipulations on cognitive load were mediated by the reading order that participants selected. Implications for research and the design of navigation support systems are discussed

Predicting User Preferences - From Semantic to Pragmatic Metrics of Web Navigation Behavior

This paper aims at demonstrating a particular method to extract relevant information from navigation data. Participants had to perform web tasks while their navigation behavior was recorded. Then, they had to rate a list of presents based on the question: how much would you like to receive this present for your birthday? The semantic similarities (calculated with Latent Semantic Analysis) between users\u27 navigation paths and presents\u27 descriptions were used as implicit estimates of users\u27 preferences. Results show that users\u27 explicit preferences can be accurately estimated based on users\u27 navigation behavior. Consequently, we propose this method to be used in building user models for adaptive web applications