One Work Analysis, Two Domains: A Display Information Requirements Case Study

Work domain analyses can be time consuming, requiring extensive interviews, documentation review, and observations, among other techniques. Given the time and resources required, we examine how to generalize a work domain analysis technique, namely the hybrid Cognitive Task Analysis (hCTA) method across two domains in order to generate a common set of display information requirements. The two domains of interest are field workers troubleshooting low voltage distribution networks and telecommunication problems. Results show that there is a high degree of similarity between the two domains due to their service call nature, particularly in tasking and decision-making. While the primary differences were due to communication protocols and equipment requirements, the basic overall mission goals, functions, phases of operation, decision processes, and situation requirements were very similar. A final design for both domains is proposed based on the joint requirements

Cross-disciplinary approaches to linguistic variation in Early Modern West Germanic

This thematic issue on Early Modern West Germanic homes in on the processes underlying the extensive amount of morphosyntactic variation and change within and between language users in this era. It demonstrates that language structure and language use often interacted with each other, and illustrates that, to fully understand the triggers and extent of this variation and change, we need to combine perspectives and methodological tools from different (sub)disciplines. That is why this issue brings together scholars working on Early Modern West Germanic in different fields and disciplines – in particular scholars from early modern literary studies, formal (historical) linguistics, computational linguistics and historical sociolinguistics – to present a wide array of possible methodologies to investigate historical language variation, and to explore how the different approaches can complement each other to help further our understanding of the complex setting of variation

Virtual reality, ultrasound-guided liver biopsy simulator: Development and performance discrimination

Objectives: The aim of this article was to identify and prospectively investigate simulated ultrasound-guided targeted liver biopsy performance metrics as differentiators between levels of expertise in interventional radiology. Methods: Task analysis produced detailed procedural step documentation allowing identification of critical procedure steps and performance metrics for use in a virtual reality ultrasound-guided targeted liver biopsy procedure. Consultant (n=14; male=11, female=3) and trainee (n=26; male=19, female=7) scores on the performance metrics were compared. Ethical approval was granted by the Liverpool Research Ethics Committee (UK). Independent t-tests and analysis of variance (ANOVA) investigated differences between groups. Results: Independent t-tests revealed significant differences between trainees and consultants on three performance metrics: targeting, p=0.018, t=22.487 (22.040 to 20.207); probe usage time, p=0.040, t=2.132 (11.064 to 427.983); mean needle length in beam, p=0.029, t=22.272 (20.028 to 20.002). ANOVA reported significant differences across years of experience (0–1, 1–2, 3+ years) on seven performance metrics: no-go area touched, p=0.012; targeting, p=0.025; length of session, p=0.024; probe usage time, p=0.025; total needle distance moved, p=0.038; number of skin contacts, p<0.001; total time in no-go area, p=0.008. More experienced participants consistently received better performance scores on all 19 performance metrics. Conclusion: It is possible to measure and monitor performance using simulation, with performance metrics providing feedback on skill level and differentiating levels of expertise. However, a transfer of training study is required

Friendly Fire and the Sustained Attention to Response Task

Objective: We investigated whether losses of inhibitory control could be responsible for some friendly-fire incidents. Background: Several factors are commonly cited to explain friendly-fire incidents, but failure of inhibitory control has not yet been explored. The Sustained Attention to Response Task (SART) could be a valid model for inhibition failures in some combat scenarios. Method: Participants completed small-arms simulations using near infrared emitter guns, confronting research assistants acting as friends or foes. In Experiment 1, seven participants completed three conditions with three different proportions of foes (high, medium, low). In Experiment 2, 13 participants completed high-foe (high-go) and low-foe (low-go) versions of a small-arms simulation as well as comparative computer tasks. Results: Participants made more friendly-fire errors (errors of commission) when foe proportion was high. A speed–accuracy trade-off was apparent, with participants who were faster to fire on foes also more likely to accidentally shoot friends. When foe proportion was higher, response times to foe stimuli were faster, and subjective workload ratings were higher. Conclusion: Failures of inhibitory control may be responsible for some friendly-fire incidents and the SART could be a suitable empirical model for some battlefield environments. The effect appears to be disproportionately greater at higher foe proportions. The exact nature of performance reductions associated with high-foe proportions requires further investigation. Application: The SART may be a useful model of friendly-fire scenarios. It could be used to indicate a soldier’s likelihood to commit a friendly-fire mistake and to identify high-risk environments

Exploiting Distance Technology to Foster Experimental Design as a Neglected Learning Objective in Labwork in Chemistry

This article deals with the design process of a remote laboratory for labwork in chemistry. In particular, it focuses on the mutual dependency of theoretical conjectures about learning in the experimental sciences and technological opportunities in creating learning environments. The design process involves a detailed analysis of the expert task and knowledge, e.g., spectrophotometry as a method for the determination of the concentration of a compound in a solution. In so doing, modifications in transposing tasks and knowledge to the learning situation can be monitored. The remote laboratory is described, as well as the specific features that alter the degree of fidelity of the learning situation in comparison to the expert one. It is conjectured that these alterations might represent actual benefits for learning