Development and validation of a behavioural video coding scheme for detecting mental workload in manual assembly

Abstract

Manual assembly in the future Industry 4.0 workplace will put high demands on operators’ cognitive processing. The development of mental workload (MWL) measures therefore looms large. Physiological gauges such as electroencephalography (EEG) show promising possibilities, but still lack sufficient reliability when applied in the field. This study presents an alternative measure with a substantial ecological validity. First, we developed a behavioural video coding scheme identifying 11 assembly behaviours potentially revealing MWL being too high. Subsequently, we explored its validity by analysing videos of 24 participants performing a high and a low complexity assembly. Results showed that five of the behaviours identified, such as freezing and the amount of part rotations, significantly differed in occurrence and/or duration between the two conditions. The study hereby proposes a novel and naturalistic method that could help practitioners to map and redesign critical assembly phases, and researchers to enrich validation of MWL-measures through measurement triangulation.

Practitioner summary: Current physiological mental workload (MWL) measures still lack sufficient reliability when applied in the field. Therefore, we identified several observable assembly behaviours that could reveal MWL being too high. The results propose a method to map MWL by observing specific assembly behaviours such as freezing and rotating parts.

Abbreviations: MWL: mental workload; EEG: electroencephalography; fNIRS: functional near infrared spectroscopy; AOI: area of interest; SMI: SensoMotoric Instruments, ETG: Eye-Tracking Glasses; FPS: frames per second; BORIS: Behavioral Observation Research Interactive Software; IRR: inter-rater reliability; SWAT: Subjective Workload Assessment Technique; NASA-TLX: National Aeronautics and Space Administration Task Load Index; EL: emotional load; DSSQ: Dundee Stress State Questionnaire; PHL: physical load; SBO: Strategisch Basis Onderzoek     

动态调整用户认知负荷的智能增强现实系统

把认知负荷测量技术集成进空间增强现实系统,提出动态调整用户认知负荷水平的智能空间增强现实系统（ISARS）系统。ISARS的目标是对用户在进行任务时的认知状态进行实时监测,并根据用户认知状态动态调整空间增强现实系统的增强信息,以使用户处于最佳工作状态并提高工作效率和保证工作质量。ISARS包含两个子系统：空间增强现实（SAR）子系统和认知负荷度量（CLM）子系统,SAR子系统把不同的增强信息投影到物体物理表面。CLM子系统对用户在工作过程中的认知负荷进行度量。实验结果表明,ISARS能够根据用户当前认知负荷水平对任务相关的要素进行自适应调整以更好适合用户实际工作能力,从而提高用户工作效率。     

The influence of text modality on learning with static and dynamic visualizations

In this study we investigated the influence of text modality on learning with static and dynamic visualizations in a dynamic domain, namely the physical principles underlying fish locomotion. A 2 × 2-design with type of visualization (static vs. dynamic) and text modality (spoken vs. written) as independent variables was used. Concerning learning outcomes, it was hypothesized that (1) learners presented with dynamic visualizations would outperform learners presented with static visualizations, (2) learners presented with spoken text would outperform learners presented with written text, and (3) an interaction between type of visualization and modality would occur: the superiority of dynamic over static visualizations was expected to be more pronounced for spoken compared to written text. Subjective cognitive load measures were assessed and expected to mirror the aforementioned pattern of learning outcomes in accordance with Cognitive Load Theory (i.e., higher extraneous cognitive load (ECL) related to lower learning outcomes). For transfer tasks, the first two hypotheses could be confirmed. However, there was no interaction. Moreover, ECL was rated higher by subjects when learning with static compared to dynamic visualizations, but there were no differences for ECL with respect to the text modality. The results are discussed within the framework of Cognitive Load Theory.     

Evaluating learning, design, and engagement in web-based learning tools (WBLTs): The WBLT Evaluation Scale

Web-based learning tools (WBLTs), also known as learning objects, are online, interactive tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research examining the effectiveness of WBLTs is somewhat limited because sound, reliable, valid evaluation metrics are sparse, particularly in the K-12 environment. The purpose of the following study was to re-examine the Learning Object Evaluation Scale for students (LOES-S), originally developed by Kay and Knaack (2009), to assess three key constructs: learning, design, and engagement. Over 800 middle and secondary schools students participated in high quality, pre-designed lessons intended to accentuate the use of WBLTs. Data collected from the new WBLT Evaluation Scale demonstrated good internal reliability, construct validity, convergent validity and predictive validity.     

The acceptance and use of a virtual learning environment in China

The success of a virtual learning environment (VLE) depends to a considerable extent on student acceptance and use of such an e-learning system. After critically assessing models of technology adoption, including the Technology Acceptance Model (TAM), TAM2, and the Unified Theory of Acceptance and Usage of Technology (UTAUT), we build a conceptual model to explain the differences between individual students in the level of acceptance and use of a VLE. This model extends TAM2 and includes subjective norm, personal innovativeness in the domain of information technology, and computer anxiety. Data were collected from 45 Chinese participants in an Executive MBA program. After performing satisfactory reliability and validity checks, the structural model was tested with the use of PLS. Results indicate that perceived usefulness has a direct effect on VLE use. Perceived ease of use and subjective norm have only indirect effects via perceived usefulness. Both personal innovativeness and computer anxiety have direct effects on perceived ease of use only. Implications are that program managers in education should not only concern themselves with basic system design but also explicitly address individual differences between VLE users.     

Medical students' cognitive load in volumetric image interpretation: Insights from human-computer interaction and eye movements

Medical image interpretation is moving from using 2D- to volumetric images, thereby changing the cognitive and perceptual processes involved. This is expected to affect medical students' experienced cognitive load, while learning image interpretation skills. With two studies this explorative research investigated whether measures inherent to image interpretation, i.e. human-computer interaction and eye tracking, relate to cognitive load. Subsequently, it investigated effects of volumetric image interpretation on second-year medical students' cognitive load. Study 1 measured human-computer interactions of participants during two volumetric image interpretation tasks. Using structural equation modelling, the latent variable ‘volumetric image information’ was identified from the data, which significantly predicted self-reported mental effort as a measure of cognitive load. Study 2 measured participants' eye movements during multiple 2D and volumetric image interpretation tasks. Multilevel analysis showed that time to locate a relevant structure in an image was significantly related to pupil dilation, as a proxy for cognitive load. It is discussed how combining human-computer interaction and eye tracking allows for comprehensive measurement of cognitive load. Combining such measures in a single model would allow for disentangling unique sources of cognitive load, leading to recommendations for implementation of volumetric image interpretation in the medical education curriculum.     

Contemporary cognitive load theory research: The good, the bad and the ugly

This paper reviews the 16 contributions of the special issue entitled Current Research in Cognitive Load Theory. Each paper is briefly summarized and some critical comments made. The overall collection is then discussed in terms of the positive contributions they make to the field of learning and instruction, and cognitive load theory in particular (the good), as well as problematical issues such as unresolved explanations and conflicting results (the bad) and the special case of measuring cognitive load (the ugly).     

How students and instructors using a virtual learning environment perceive the fit between technology and task

Abstract   Virtual learning environments (VLEs) are widespread in higher education today, typically used to deliver instructional materials and facilitate communication within a course. This study aimed to investigate the task–technology fit of VLEs for their two main groups of users: instructors and students, using the VLE WebCT. Task–technology fit, user satisfaction, attitude towards use and anticipated consequences of use were found to be significantly higher for students than for instructors. Instructors were found to have higher perceptions of social norms and higher perceptions of facilitating conditions than students. However, there was no difference between the instructors and students in level of utilization of the VLE. Students perceived that the VLE had higher impacts on their learning compared with instructors' perceptions regarding their teaching. These results suggest that despite high levels of support acknowledged by instructors, they may still be unsure about the contribution of VLEs to their teaching.     

Investigating the interrelation between attitudes,learning readiness,and learning styles under virtual learning environment: a study among Indian students

ABSTRACT

Over the last few years there has been an increased emphasis on conceptualising, developing, and implementing virtual Learning initiatives across the Indian education sector. Effective and successful use of Virtual Learning Environments (VLEs) in academic setting requires identifying and solving many important social and behavioural issues. Without identifying and addressing these issues, their use can compound the mistakes of the past and leave the learner with a passive, un-engaging experience, leading to incomplete learning and low performance. Therefore, educators are required to recognise learner’s attitude, readiness, and learning style to take advantage of VLE. This study was conducted to find interrelationship of student attitude, readiness, and learning style towards the effective use of VLE. A total of 240 students who are using any form of VLE for their learning and research volunteered for the research, and the scales were filled via the convenience sampling method. The scales of learning readiness, attitude, and learning style were administered to the participants. The relationship among the variables of the research and the research hypotheses for the model were tested using different statistical tools like correlation, t-test and regression. The research result revealed that there is a correlation among learning readiness, attitude, and learning style, and each of these factors influence the effective use of VLE.     

SIG-Blocks: Tangible game technology for automated cognitive assessment

This paper presents the SIG-Blocks system developed for automated cognitive assessment via tangible geometric games (TAG-Games). Computerized game administration and real-time cognitive and behavior assessments were realized by wireless self-synchronization in communication, decentralized hybrid-sensing, assembly and motion detection, and graphical visualization. The measurable performance data included time and accuracy at each manipulation step, overall speed of manipulative motions, and the total number of rotational motions. For preliminary evaluation, three types of TAG-Games were designed: TAG-Game^A for assembly, TAG-Game^S for shape matching, and TAG-Game^M for memory. As a part of the game design, a computational measure of play complexity was defined for each TAG-Game based on the geometric properties and the number of blocks in the item. An evaluation with 86 participants assessed both reliability of the TAG-Game items using split-half and test-retest reliability tests and validity of the proposed complexity measures by comparing the results with three subtests of the Wechsler Adults Intelligence Scale 4th Edition (WAIS-IV), i.e. Block Design (BD), Matrix Reasoning (MR), and Digit Span (DS). The high reliability coefficients showed that TAG-Games were reliable. Regarding validity, correlations were found between TAG-Game^A and BD and between TAG-Game^S and MR. Behavioral analysis also showed that the TAG-Game performance was positively correlated with the manipulation speed, but not correlated with the total number of rotations applied to the blocks.     

The Computer Aversion, Attitudes, and Familiarity Index (CAAFI): A validity study

This study’s purpose was to provide additional psychometric data on the Computer Aversion, Attitudes, and Familiarity Index (CAAFI). The CAAFI is comprised of 40 items, yielding a total score and four factor scores with 10 items each (one familiarity, one attitudes, two aversion). The measure was administered to a sample of undergraduate psychology students (N = 293) along with the Computer Understanding and Experience Scale, the Computer Attitude Scale, and the Computer Aversion Scale. The factor structure of the CAAFI was supported via confirmatory factor analytic procedures and analysis of internal consistency reliability coefficients. In relation to the other measures of computer-related constructs, the strongest validity support was found for the CAAFI total score and Factors 1 (computer familiarity) and 3 (computer aversion-discomfort), followed by Factor 2 (computer attitudes). With regard to Factor 4 (computer aversion-fear), given the results of the analyses the decision was made to remove these items from the CAAFI in order to enhance the measure’s psychometric properties and practical utility.     

Students' experience of component versus integrated virtual learning environments

Abstract The use of virtual learning environments (VLEs) has become increasingly common in most higher education (HE) institutions. Recent developments have proposed the interoperability of software systems and content, to create component VLEs in contrast with the integrated, monolithic ones that are currently prevalent. This paper examines the student experience of two VLEs, one integrated approach and the other component. In general, students preferred the component system, although this may have been influenced by other factors such as performance. Although the study is limited to one cohort of student it makes a number of suggestions relevant to anyone deploying a VLE. These are that the component approach is a viable one from a student perspective, the broader context in which the VLE operates is important in student perception and that poor system performance may have unpredictable consequences for the learning experience.     

Learning how to use a computer-based concept-mapping tool: Self-explaining examples helps

In initial skill acquisition in well-structured domains, example-based learning typically leads to better learning outcomes than learning by doing. Cognitive Load Theory explains this result by the worked-example effect: Example-based learning prevents learners from using load-intensive strategies and focuses their attention on the principles to-be-learned. In two experiments, we investigated the use of examples for acquiring a new learning strategy, namely computer-based concept mapping. Experiment 1 compared learners who studied two examples on how to construct a concept map with learners who practiced concept mapping by constructing two concept maps on their own. We did not find significant differences in learning outcomes. Therefore, in Experiment 2, we introduced a third group of learners who studied examples with the additional support of self-explanation prompts. Self-explaining examples led to better learning outcomes than learning with examples without prompts or practicing. With respect to cognitive load, we found that examples without prompts released learners’ working memory compared to practicing, whereas self-explaining examples led to a higher cognitive load compared to examples without self-explanation.     

Learning with quizzes,simulations, and adventures: Students' attitudes,perceptions and intentions to learn with different types of serious games

Students' attitudes, their perceptions of cognitive and affective quality as predictors of attitudes, and the resulting intention toward learning with serious games remains ambiguous, largely due to the use of imprecise measures. The presented studies have aimed to develop and test a measurement of students' attitudes, perceptions, and intentions to learn with serious games in general, and to use the instrument to examine differences for the most common types of serious games, that is quiz, simulation, and adventure. To this end, a pretest (n = 301) and two main studies (Study 1: n = 135, Study 2: n = 375) were conducted. The developed instrument shows high reliability and convergent validity. Results demonstrate positive attitudes, positive cognitive perceptions, and high positive and low negative affective perceptions of students toward learning with serious games in general, as well as with different game types. Findings from a multivariate analysis of variance (MANOVA), however, indicate differences between the three game types that could be related to the perceptions of cognitive and affective quality. Predominately, compared to quizzes and adventures, simulations were perceived as more supportive for the comprehension and application of knowledge while promoting a less positive affect. Additionally, there was a significant difference due to gender. Whereas females reported higher perceptions of negative affective quality compared to males when serious games were addressed in general, answers to questions about the specific game types revealed a more detailed picture. In contrast to previous findings in existing literature, female students reported a more positive attitude, as well as higher perceptions of positive affective quality, than males for all three game types. These results stress the importance of examining the types of serious games separately and considering gender when evaluating students' attitudes and perceptions when learning with serious games.     

Virtual reality application influences cognitive load-mediated creativity components and creative performance in engineering design

Virtual reality (VR) can promote design performance, and may generate a high cognitive load and affect creative design thinking as well. In order to examine the effect of VR application on cognitive load and engineering design creativity, this study recruited 81 eighth-grade students as participants and employed a non-equivalent-groups quasi-experimental design to examine how VR application influences creativity components and creative performance. A creativity component scale (creative motivation, creative thinking, and professional cognition), a measurement of creative performance, and a cognitive load scale were used to collect data. The study also investigated the ability of VR application to predict creativity components and creative performance, using cognitive load as the mediator. The conclusions are as follows: (1) VR application had marked effects on professional cognition and creative motivation but no effect on creative thinking skills. (2) VR application had marked effects on the novelty and usefulness aspects of creative performance, particularly with respect to usefulness. (3) VR application had marked effects on extraneous and germane cognitive load, but no influence on intrinsic cognitive load, and (4) Both VR application and cognitive load were able to predict creativity components and creative performance. Their abilities to predict creative performance approached an acceptable level. Nevertheless, VR application had no effect on general creative thinking skills; therefore, other teaching strategies are needed to strengthen creative thinking.     

多链路负载均衡技术在网络建设中的应用

该文从不同ISP间的互联互通状况出发,结合多链路负载均衡技术,通过选择适当的负载均衡设备和相关的网络设备,建设起高负载的网络,解决了不同ISP间互访的瓶颈问题和关键业务应用的不间断访问问题,有效地扩展和利用了链路的带宽,为网站访问提供了更高的可靠性和高效性。     

Examining different types of collaborative learning in a complex computer-based environment: A cognitive load approach

This study compared the effects of two collaborative learning strategies (Open-ended and Task-based) with an individualized learning strategy on individual learning in a computer-based environment. The experiment sought ecological validity by conducting it under real teaching and homework conditions. Ninety-four students from grade 9 participated in a webpage design task. Cognitive load theory was used to predict that the collaborative approaches would outperform the individualized approach due to reduced cognitive load. This hypothesis was confirmed by performance scores and cognitive load only in the case of the Open-ended collaborative learning condition. Evidence was also found that the Open-ended collaborative learning condition outperformed the Task-based collaborative one. It was concluded that in collaborative learning a more Open-ended task design together with moderate independent sub-task requirements leads to more effective learning.     

An examination of two mental workload measurement approaches to understanding multimedia learning

This study reports on an examination of two measures of mental workload: the NASA-TLX and Paas’ Subjective Cognitive Load (SCL) measure. The goal was to assess the relative efficacy of the measures in the design and research of multimedia learning environments. Benchmarks based on the literature as to the goals for mental workload measurement in learning research are established. A multifaceted study was conducted which manipulated various aspects of mental workload in order to study the utility of these two measures in detecting changes in load and their relationship to learning outcomes. The results indicate that the weighted version of the NASA-TLX provided little additional value over the unweighted version of the measure. While both the NASA-TLX and SCL measures were sensitive to changes in both intrinsic and extraneous load, the study revealed differences in the measures based on levels of each of these load factors. The study also concludes that a better understanding of the third factor, germane load, will be needed to both expand the theoretical framework about mental workload in instructional settings and further understand the utility of these two measures.     

The Greek computer attitudes scale: construction and assessment of psychometric properties

The purpose of this paper was to develop and test the psychometric properties of a computer attitudes scale for the Greek population. Through both adapting items from other scales and writing new items, this study developed a Greek Computer Attitudes Scale of 30 items, with three subscales: confidence, affection, and cognitive. This study also explored sex differences on the GCAS, and the relationship between age, computer experience, and confidence with computers and participants’ responses on the scale. Questionnaire data from four Greek samples, which included participants from the general population (185 and 354 individuals, respectively), 222 teachers and 99 undergraduate students, were analyzed. Results indicated that: (1) both the reliability (internal consistency and test–retest) and validity (concurrent) of the GCAS were adequate; (2) the relationship between age and GCAS was not significant, whereas sex did not have a significant effect on GCAS scores; and (3) perceived computer experience and confidence with computers were strongly related to favorable attitudes toward computers.     

Problematic Internet use: Functions of use,cognitive absorption,and depression

Although researchers have studied problematic Internet use for almost a decade, there is a dearth of quantitative models to describe this phenomenon. We aimed to create a structural equation model by which we explored the extent to which the functions of the Internet use, cognitive absorption, and depression affected and explained an individual’s problematic Internet use. In 2011 and 2012 years, 244 high school students (117 boys and 127 girls) participated in this study to complete the Problematic Internet Use Scale, the Cognitive Absorption Scale, the Beck Depression Inventory, and the Internet Use Function Questionnaire. We found that the students’ functions of Internet use, cognitive absorption, and depression explained the problematic Internet use to some extent.