44 research outputs found
Hazard Perception, Presence, and Simulation SicknessâA Comparison of Desktop and Head-Mounted Display for Driving Simulation
Driving simulators are becoming increasingly common in driver training and assessment.
Since virtual reality is generally regarded as an appropriate environment for measuring
risk behavior, simulators are also used to assess hazard perception, which is considered
to be one of the most important skills for safe driving. Simulators, which offer challenges
that are indeed comparable to driving in real traffic, but at a very low risk of physical
injury, have the potential to complement theoretical and practical driver trainings and
tests. Although configurations and fidelity differ considerably between driving simulators,
studies comparing the impact of their distinct features on driving performance and
test validity remain rare. In this context, prior research demonstrated that a wider
field of view (three monitors compared to a single monitor) led to earlier speed
adjustments in response to potential hazardsâespecially for experienced drivers. The
wider field of view was assumed to cause the drivers to be more present in the
virtual world, which in turn provoked more natural scanning of the road and therefore,
earlier hazard detection in experienced drivers. Research on spatial presence in other
contexts support this assumption. The present experiment investigated whether this
effect could be enhanced by an even more immersive presentation technique for driving
simulation: a head-mounted display (HMD). Moreover, we studied the interplay between
display mode, sense of presence and simulation sickness. Eighty experienced and
less experienced drivers completed six simulation-based hazard perception scenarios,
which were displayed either via a triple-monitor set-up or an HMD. Results indicate
that the experienced drivers showed very similar driving and risk behavior as the
inexperienced drivers in both experimental conditions. However, there were significant
differences between the two display conditions. The use of an HMD resulted in a
clearer and more abrupt speed reduction, more virtual presence, and a higher degree of
simulation sickness. However, the interrelation between these three variables could not
be conclusively clarified in the present study and thus represents a research aim that
could be addressed in future studies
Assessment of noticing of classroom disruptions: a multi-methods approach
Teachersâ noticing as a basic precondition for effective teaching is characterized
by focusing on relevant events in the classroom and ignoring the irrelevant.
In recent years, many researchers have used eye-tracking methodology in
classroom observations to gather information about the continuous attentional
processes of teachers. Despite the general validity of the eyeâmind assumption,
methodological triangulation is necessary to draw conclusions about the where
and why of the focus of attention. Although in previous studies, different data
sources like gaze and verbal data have been used, the analyses were mostly
conducted separately, instead of directly combining the data. In our study,
we collected verbal data (retrospective think-aloud; RTA) and a reaction-based
concurrent measure (keystroke) to assess the noticing process of novice and
experienced teachers (Nâ =â 52) while they watched staged videos of classroom
situations. For a direct triangulation, we combined these data with eye-tracking
data. The aim of the study was to combine both measures with eye-tracking
parameters that indicate attentional processes (fixation count, mean fixation
duration, and revisits), and with expertise. We found that participants who were
aware of the critical incidents in the videos (they gave a keystroke or mentioned
the incident in the RTA), showedâas expectedâa higher number of fixations and
more revisits to the appropriate area, but a comparable mean fixation duration.
However, expertise differences regarding accuracy in both measures could not
be shown. We discuss methodological issues regarding the implementation of
RTA and keystroke as measurements for the noticing process becauseâdespite
only partially significant resultsâboth methods are promising as they allow
complementation and possible correction of eye-movement-only data
Homogeneous and heterogeneous multiple representations in equationâsolving problems: An eyeâtracking study
Multiple external representations (MERs) play an important role in the learning field of mathematics. Whereas the cognitive theory of multimedia learning and the integrative text and picture comprehension model assume that the heterogeneous combination of symbolic and analogous representations fosters learning; the design, functions, and tasks framework holds that learning benefits depend on the specific functions of MERs. The current paper describes a conceptual replication study of one of the few studies comparing single representations, heterogeneous, and homogeneous MERs in the context of mathematics learning. In a balanced incomplete block design, the participants were provided single representations (a graphic, text, or formula) or a heterogeneous (e.g., textâ+âgraphic) or homogeneous (textâ+âformula) combination of these to solve linear system of equations problems. In accordance with previous research, performance was superior in conditions providing MERs compared to singleârepresentation conditions. Moreover, heterogeneous MERs led to time savings over homogeneous MERs which triggered an increase in cognitive load. Contrary to previous research, text was the least fixated representation whereas the graphical representation proved to be most beneficial. With regard to practical implications, experts should be fostered through more challenging homogeneous MERs whereas novices should be supported through the accessible graphic contained in heterogeneous MERs
Professional Vision and the Compensatory Effect of a Minimal Instructional Intervention: A Quasi-Experimental Eye-Tracking Study With Novice and Expert Teachers
The early recognition of potential disruptions in learning environments is of great
importance for the proactive control of the teaching process and maximizing learning
outcomes. The professional competence of (prospective) teachers is required for
successful classroom management. Teachersâ professional vision (PV) serves as a link
between their knowledge and classroom management behavior. Expertise research
in different domains has shown that experts and novices show differences in visual
perception based on their expertise level; however, research results to date are
heterogeneous and often based on small samples. An eye-tracking study using a
quasi-randomized experimental design was performed to investigate how German
prospective (n = 29) and experienced (n = 35) teachers perceived different teaching
situations. The goal of the study was to determine whether previous results from
expertise research could be replicated in a standardized experimental setting. Moreover,
the impact of a minimal intervention (specific instruction) on PV of potential classroom
disruptions was investigated. In contrast to the hypotheses, no expertise-dependent
differences on various eye-tracking parameters can be found. Furthermore, the minimal
intervention does not lead to an improvement in PV for experts or novices. The results
are discussed with regard to the discrepancy with previously published findings and
possible explanations are offered (e.g., the salience of disruptions, internal personal
factors, and external environmental influences)
Von der Kooperation zur kooperativen Praxis: Der Entwicklungsprozess eines hochschulĂŒbergreifenden Weiterbildungszentrums im Saarland
Die Einrichtung eines Zentrums fĂŒr die wissenschaftliche Weiterbildung im Saarland wird als hochschulĂŒbergreifende Kooperation zwischen der UniversitĂ€t des Saarlandes und der Hochschule fĂŒr Technik und Wirtschaft des Saarlandes realisiert. Ausgehend von Empfehlungen des Wissenschaftsrates und politischen Entscheidungen wird im laufenden GrĂŒndungsprozess sichtbar, wie diese Rahmenbedingungen mit der konkreten Zusammenarbeit der beteiligten Akteure vor Ort zusammenwirken. Die spezifischen Voraussetzungen eines kleinen FlĂ€chenlandes sind dabei genauso zu beachten, wie die unterschiedlichen Startvoraussetzungen der Partner, die institutionellen VerĂ€nderungsnotwendigkeiten und schlieĂlich die persönliche Ebene vertrauensvoller Zusammenarbeit im Prozess. Die Einrichtung des CEC Saar wird als Entwicklung auf all diesen Ebenen beschrieben, die Schwierigkeiten und die positiven Erfahrungen dargestellt
Comparing Two Subjective Rating Scales Assessing Cognitive Load During Technology-Enhanced STEM Laboratory Courses
Cognitive load theory is considered universally applicable to all kinds of learning scenarios.
However, instead of a universal method for measuring cognitive load that suits different
learning contexts or target groups, there is a great variety of assessment approaches.
Particularly common are subjective rating scales, which even allow for measuring the three
assumed types of cognitive load in a differentiated way. Although these scales have been
proven to be effective for various learning tasks, they might not be an optimal fit for the
learning demands of specific complex environments such as technology-enhanced STEM
laboratory courses. The aim of this research was therefore to examine and compare the
existing rating scales in terms of validity for this learning context and to identify options for
adaptation, if necessary. For the present study, the two most common subjective rating
scales that are known to differentiate between load types (the cognitive load scale by
Leppink et al. and the naĂŻve rating scale by Klepsch et al.) were slightly adapted to the
context of learning through structured hands-on experimentation where elements such as
measurement data, experimental setups, and experimental tasks affect knowledge
acquisition. N 95 engineering students performed six experiments examining basic
electric circuits where they had to explore fundamental relationships between physical
quantities based on the observed data. Immediately after the experimentation, the
students answered both adapted scales. Various indicators of validity, which
considered the scalesâ internal structure and their relation to variables such as group
allocation as participants were randomly assigned to two conditions with a contrasting
spatial arrangement of the measurement data, were analyzed. For the given dataset, the
intended three-factorial structure could not be confirmed, and most of the a priori-defined
subscales showed insufficient internal consistency. A multitraitâmultimethod analysis
suggests convergent and discriminant evidence between the scales which could not
be confirmed sufficiently. The two contrasted experimental conditions were expected to
result in different ratings for the extraneous load, which was solely detected by one
adapted scale. As a further step, two new scales were assembled based on the overall
item pool and the given dataset. They revealed a three-factorial structure in accordance
with the three types of load and seemed to be promising new tools, although their
subscales for extraneous load still suffer from low reliability scores
The use of augmented reality to foster conceptual knowledge acquisition in STEM laboratory coursesâTheoretical background and empirical results
Learning with handsâon experiments can be supported by providing essential information virtually during lab work. Augmented reality (AR) appears especially suitable for presenting information during experimentation, as it can be used to integrate both physical and virtual lab work. Virtual information can be displayed in close spatial proximity to the correspondent components in the experimentation environment, thereby ensuring a basic design principle for multimedia instruction: the spatial contiguity principle. The latter is assumed to reduce learners' extraneous cognitive load and foster generative processing, which supports conceptual knowledge acquisition. For the present study, a tabletâbased AR application has been developed to support learning from handsâon experiments in physics education. Realâtime measurement data were displayed directly above the components of electric circuits, which were constructed by the learners during lab work. In a two group pretestâposttest design, we compared university students' (N = 50) perceived cognitive load and conceptual knowledge gain for both the ARâsupported and a matching nonâAR learning environment. Whereas participants in both conditions gave comparable ratings for cognitive load, learning gains in conceptual knowledge were only detectable for the ARâsupported lab work
Digital ink and differentiated subjective ratings for cognitive load measurement in middle childhood
Background: New methods are constantly being developed
to adapt cognitive load measurement to different contexts.
However, research on middle childhood students' cognitive load measurement is rare. Research indicates that the
three cognitive load dimensions (intrinsic, extraneous, and
germane) can be measured well in adults and teenagers using
differentiated subjective rating instruments. Moreover, digital
ink recorded by smartpens could serve as an indicator for
cognitive load in adults.
Aims: With the present research, we aimed at investigating
the relation between subjective cognitive load ratings, velocity and pressure measures recorded with a smartpen, and
performance in standardized sketching tasks in middle childhood students.
Sample: Thirty-six children (age 7â12) participated at the
university's laboratory.
Methods: The children performed two standardized sketching tasks, each in two versions. The induced intrinsic cognitive load or the extraneous cognitive load was varied between
the versions. Digital ink was recorded while the children
drew with a smartpen on real paper and after each task, they
were asked to report their perceived intrinsic and extraneous
cognitive load using a newly developed 5-item scale.
Results: Results indicated that cognitive load ratings as well
as velocity and pressure measures were substantially related
to the induced cognitive load and to performance in both
sketching tasks. However, cognitive load ratings and smartpen measures were not substantially related. Conclusions: Both subjective rating and digital ink hold
potential for cognitive load and performance measurement.
However, it is questionable whether they measure the exact
same constructs
Investigating the Usability of a Head-Mounted Display Augmented Reality Device in Elementary School Children
Augmenting reality via head-mounted displays (HMD-AR) is an emerging technology in
education. The interactivity provided by HMD-AR devices is particularly promising for learning, but
presents a challenge to human activity recognition, especially with children. Recent technological
advances regarding speech and gesture recognition concerning Microsoftâs HoloLens 2 may address
this prevailing issue. In a within-subjects study with 47 elementary school children (2nd to 6th grade),
we examined the usability of the HoloLens 2 using a standardized tutorial on multimodal interaction
in AR. The overall system usability was rated âgoodâ. However, several behavioral metrics indicated
that specific interaction modes differed in their efficiency. The results are of major importance
for the development of learning applications in HMD-AR as they partially deviate from previous
findings. In particular, the well-functioning recognition of childrenâs voice commands that we
observed represents a novelty. Furthermore, we found different interaction preferences in HMD-AR
among the children. We also found the use of HMD-AR to have a positive effect on childrenâs
activity-related achievement emotions. Overall, our findings can serve as a basis for determining
general requirements, possibilities, and limitations of the implementation of educational HMD-AR
environments in elementary school classrooms
Inventory for the assessment of representational competence of vector fields
Representational competence is essential for the acquisition of conceptual understanding in physics. It
enables the interpretation of diagrams, graphs, and mathematical equations, and relating these to one
another as well as to observations and experimental outcomes. In this study, we present the initial validation
of a newly developed cross-contextual assessment of studentsâ competence in representing vector-field
plots and field lines, the most common visualization of the concept of vector fields. The Representational
Competence of Fields Inventory (RCFI) consists of ten single choice items and two items that each contain
three true or false questions. The tool can be easily implemented within an online assessment. It assesses
the understanding of the conventions of interpreting field lines and vector-field plots, as well as the
translation between these. The intended use of the tool is both to scale studentsâ representational
competences in respect to representations of vector fields and to reveal related misconceptions (areas of
difficulty). The tool was administered at three German-speaking universities in Switzerland and Germany
to a total of 515 first- and third-semester students from science, technology, engineering, and mathematics
subjects. In these first steps of the validation of the RCFI, we evaluated its psychometric quality via
classical test theory in combination with Rasch scaling and examined its construct validity by conducting
student interviews. The RCFI exhibits a good internal consistency of Ï ÂŒ 0.86, and the results of the Rasch
analysis revealed that the items discriminate well among students from lower to medium-high competence
levels. The RCFI revealed several misunderstandings and shortcomings, such as the confusion of the
conventions for representing field lines and vector-field plots. Moreover, it showed that many students
believed that field lines must not exhibit a curvature, that the lengths of field lines matter, and that field lines
may have sharp corners. In its current version, the RCFI allows assessing studentsâ competence to interpret
field representations, a necessary prerequisite for learning the widespread concept of vector fields. We
report on planned future adaptations of the tool, such as optimizing some of the current distractors