The effects of graphical overviews on knowledge acquisition in hypertext

Abstract A central aspect of designing hypertext for learning concerns the structure of the information in the hypertext and the view the learner is offered of this structure. In this study, a hypertext environment was enhanced with a graphical overview that represented the basic, inherent, structure of the domain and the layout was designed in such a way that learners were unobtrusively encouraged to follow a sequence of exploration that followed the domain structure. This so-called 'visual' lay-out was compared with two lay-outs that presented randomly positioned nodes. One of these two lay-outs contained hints (using 'highlighting') to stimulate learners to follow a domain related exploration similar to the one incorporated in the visual lay-out. The other ('control') lay-out did not provide such hints. Results showed that participants from both the 'visual' and the 'hints' conditions demonstrated a more domain-related exploration pattern than participants from the 'control' condition. Participants in the 'visual' lay-out did not show a better recall of the content of the nodes as such, but showed a significantly better acquisition of knowledge of structure than participants from the other two conditions. These data indicate that a visual display conveys knowledge in its own right and that knowledge gained does not depend on the exploration route followed in the hypertext material.     

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

Problems in learning with hypertext systems have been claimed to be caused by high levels of disorientation and cognitive load. This was recognized by DeStefano and LeFevre [DeStefano, D., & LeFevre, J. -A., (2007). Cognitive load in hypertext reading: A review. Computers in Human Behavior, 23(3), 1616–1641.] who predicted an increase of cognitive load and impairment of learning for hypertexts with a higher number of links per page. From a practical perspective, several navigation support techniques, such as providing link suggestions, have been proposed for guiding learners and reducing cognitive overload. 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.     

The influence of leads on cognitive load and learning in a hypertext environment

The purpose of this study was to determine the effect of leads (or hypertext node previews) on cognitive load and learning. Leads provided a brief summary of information in the linked node, which helped orient the reader to the linked information. Dependent variables included measures of cognitive load: self-report of mental effort, reading time, and event-related desynchronization percentage of alpha, beta and theta brain wave rhythms; and learning performance: a recall task, and tests of domain and structural knowledge. Results indicated that use of leads reduced brain wave activity that may reflect split attention and extraneous cognitive load, and improved domain and structural knowledge acquisition. Further, findings provide insights into differentiating the types of cognitive load apparent in hypertext-assisted learning environments. Use of EEG measures allowed examination of instantaneous cognitive load, which showed that leads may be influencing germane load—reducing mental burden associated with creating coherence between two linked node. The self-report of mental effort measure appears more closely associated with overall and intrinsic load.     

The influence of virtual presence: Effects on experienced cognitive load and learning outcomes in educational computer games

Does the immersive design of an educational gaming environment affect learners’ virtual presence and how much do they learn? Does virtual presence affect learning? This study tries to answer these questions by examining the differences in virtual presence and learning outcomes in two different computer-based multimedia environments: a gaming environment with high immersive design vs. hypertext learning environment with low immersive design. As the main focus, the effect of virtual presence on learning is also explained and tested. By identifying virtual presence as a variable that may determine learning, it is argued that computer gaming environments present a new challenge for researchers to investigate, particularly, the effects of virtual presence on the immersive design of games in order to help designers to predict which instructional configurations will maximize learning performance. In general, results revealed that the high-immersive gaming environment leads to the strongest form of virtual presence but also decreased learning. Although regression analyses indicate that virtual presence positively influences trivial- and non-trivial learning outcomes, learners who learned in a low-immersive environment outperformed the gaming group. A mediation analysis showed that the relation between virtual presence and non-trivial learning outcomes is partly mediated through increased cognitive load.     

The influence of mental load on muscle tension

We examined the differences in muscle tension and in physiological measures depending on the type of mental task. Fifteen participants performed tests for sustained attention, vigilance and maintaining posture only. We analysed electromyogram (EMG) measures of extensor digitorum (ED), flexor carpi ulnaris (FU), deltoideus (DE) and trapezius (TR), and heart rate (HR) and respiratory frequency (RF). Measures indicated higher values for mental tasks than for maintained posture only with significant differences in all measures. The following relationships were also significant: between DE and physiological measures (HR and RF), between ED and the amplitude of EMG of the other three muscles, between FU and TR and between HR and RF. The results of this study showed that the relationship between mental demands and muscle tension was mostly reflected by tension in the arm and shoulder girdle muscles and, to a lesser degree, in forearm muscles.

Practitioner Summary: We focused on physiological and muscle tension measures differentiating work according to the level of mental demands. Differences in sustained attention, vigilance and maintaining posture only proved that mental demands were mostly reflected by tension in arm and shoulder girdle muscles and, to a lesser degree, in forearm muscles.     

The impact of intrinsic cognitive load on the effectiveness of graphical help for coherence formation

Learning with multiple representations requires the mental integration of corresponding information. This highly demanding process of coherence formation can, for example, be assisted by inter-representational hyperlinks, which foster the visual search for correspondences. In three studies we analyzed the effectiveness of hyperlinks depending on the amount of intrinsic cognitive load (ICL), which is on the one hand determined by the complexity of the learning task and on the other hand by the learners’ expertise. In the first two studies we varied the complexity of the integration task and found that the hyperlinks were only effective for the less complex task (low ICL). In the third study the amount of ICL has been varied by the level of expertise and the effects supported the previous outcomes: the help again was only effective in conditions of low ICL (higher expertise), whereas with high ICL (lower expertise) it was ineffective.     

The effects of text structure and prior knowledge of the learner on computer-based learning

This study is an attempt to investigate the effects of document structure and knowledge level of the reader on reading comprehension, browsing, and perceived control. Four types of texts are distinguished, differing in structure (linear text, hierarchical hypertext, mixed hypertext, and generative text). All the materials were on a PC. In all conditions, participants were allowed 1 h to read through the document. After completing the reading part of the experiment, they were asked to fill out the perceived control questionnaire followed by the reading comprehension test. As far as reading comprehension was concerned, knowledgeable participants had higher reading comprehension scores than non-knowledgeable participants only in the linear text. In addition, there were no significant differences in terms of the reading comprehension scores of the knowledgeable participants among the four topologies. However, the performance of non-knowledgeable participants differed with respect to the type of the topology. In particular, non-knowledgeable participants in the hierarchical and generative conditions performed better than those in the other two conditions. With respect to perceived control, the performance of knowledgeable and non-knowledgeable participants was equivalent in all four conditions. The results are discussed in terms of their implications for the computer-based learning.     

The impact of goal specificity and goal type on learning outcome and cognitive load

Two hundred and thirty three 15-year old students conducted experiments within a computer-based learning environment. They were provided with different goals according to an experimental 2 × 2 design with goal specificity (nonspecific goals versus specific goals) and goal type (problem solving goals versus learning goals) as factors. We replicated the findings of other researchers that nonspecific problem solving goals lead to lower cognitive load and better learning than specific problem solving goals. For learning goals, however, we observed this goal specificity effect only on cognitive load but not on learning outcome. Results indicate that the goal specificity affects the element interactivity of a task and cognitive load with both, problem solving goals or learning goals. But differences in overall cognitive load are not sufficient for explaining differences in learning outcome. Additionally, differences in strategy use come into play. Specific problem solving goals seem to restrict students to use a problem solving strategy whereas nonspecific problem solving goals or learning goals allow students to use a learning strategy. We conclude that in order to foster learning, students must be provided with goals that allow them to use a learning strategy. Additionally, providing them with nonspecific goals decreases cognitive load and, thus, enables students to learn with less effort.     

The effects of time-compressed instruction and redundancy on learning and learners’ perceptions of cognitive load

Can increasing the speed of audio narration in multimedia instruction decrease training time and still maintain learning? The purpose of this study was to examine the effects of time-compressed instruction and redundancy on learning and learners’ perceptions of cognitive load. 154 university students were placed into conditions that consisted of time-compression (0%, 25%, or 50%) and redundancy (redundant text and narration or narration only). Participants were presented with multimedia instruction on the human heart and its parts then given factual and problem solving knowledge tests, a cognitive load measure, and a review behavior (back and replay buttons) measure. Results of the study indicated that participants who were presented 0% and 25% compression obtained similar scores on both the factual and problem solving measures. Additionally, they indicated similar levels of cognitive load. Participants who were presented redundant instruction were not able to perform as well as participants presented non-redundant instruction.     

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.     

Effects of simultaneously observing and making gestures while studying grammar animations on cognitive load and learning

This study examined whether simultaneously observing and making gestures while studying animations would lighten cognitive load and facilitate the acquisition of grammatical rules. In contrast to our hypothesis, results showed that children in the gesturing condition performed worse on the posttest than children in the non-gesturing, control condition. A more detailed analysis of the data revealed an expertise reversal effect, indicating that this negative effect on posttest performance materialized for children with lower levels of general language skills, but not for children with higher levels of general language skills. The finding that for children with lower language ability, cognitive load did not decrease as they saw more animations provided additional support for this expertise reversal effect. These findings suggest that the combination of observing and making gestures may have imposed extraneous cognitive load on the lower ability children, which they could not accommodate together with the relatively high intrinsic load imposed by the learning task.     

Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes

A crucial challenge for instructional designers is to determine the amount of support that is most beneficial for learning. This experiment investigated effects of different ratios of worked solution steps (high assistance) and to-be-solved problem steps (low assistance) on cognitive skill acquisition in geometry. High-school students (N = 125) worked on a geometry lesson in a Cognitive Tutor under five different ratios (from zero worked steps and five to-be-solved steps to four worked steps and one to-be-solved step). Effects on cognitive load and learning outcomes were assessed. We expected the effectiveness of different ratios to vary with the type of learning outcomes (i.e., procedural vs. conceptual knowledge) and the difficulty of the to-be-learned principles. Results showed that for procedural knowledge (but not for conceptual knowledge) problem solving alone was most beneficial for the acquisition of procedural knowledge related to an easy principle. For a difficult principle, no ratio of worked steps and problem solving showed an advantage over another. Problem solving induced more extraneous load than studying worked examples. Thus, in determining optimal amounts of guidance type of knowledge and difficulty of the single to-be learned knowledge chunks should be considered.     

The effects of video on cognitive load and social presence in multimedia-learning

Two studies examined the use of video in multimedia learning environments. In Study 1, participants (N = 26) viewed one of two versions of a computer-based multimedia presentation: video, which included a video of a lecture with synchronized slides, or no video, which included the slides but only an audio narration of the lecture. Learning, cognitive load and social presence were assessed, but a significant difference was found only for cognitive load, with video experiencing greater cognitive load, t (24) = 2.45, p < .05. In Study 2, students (N = 25) were randomly assigned to either video or no video condition. Background knowledge and visual/verbal learning preference were assessed before viewing the presentation, and learning, cognitive load, and social presence were assessed after viewing. No significant differences were found for learning or social presence. However, a significant visual/verbal learning preference by condition interaction was found for cognitive load, F (1,21) = 4.51, p < .05: low visual-preference students experienced greater cognitive load in the video condition, while high visual-preference students experienced greater cognitive load in the no video condition.     

The effects of horizontal load speed and lifting frequency on lifting technique and biomechanics

Lifting loads that have a horizontal velocity (e.g. lifting from a conveyor) is often seen in industry and it was hypothesised that the inertial characteristics of these loads may influence lifting technique and low back stress. Seventeen male participants were asked to perform lifting tasks under conditions of four horizontal load speeds (0 m/s, 0.7 m/s, 1.3 m/s and 2.4 m/s) and two lifting frequencies (10 and 20 lifts/min) while trunk motions and trunk muscle activation levels were monitored. Results revealed that increasing horizontal load speed from 0 m/s to 2.4 m/s resulted in an increase in peak sagittal angle (73° vs. 81°) but lower levels of peak sagittal plane angular acceleration (480°/s² vs. 4°/s²) and peak transverse plane angular acceleration (200°/s per s vs. 140°/s per s) and a consistent increase in trunk muscle co-activation. Participants used the inertia of the load to reduce the peak dynamics of the lifting motion at a cost of increased trunk flexion and higher muscle activity.

Statement of Relevance: Conveyors are ubiquitous in industry and understanding the effects of horizontal load speed on the lifting motions performed by workers lifting items from these conveyors may provide some insight into low back injury risk posed by these tasks.     

The effect of an optimised helmet fit on neck load and neck pain during military helicopter flights

The main purpose of this study was to improve the helmet fit of military helicopter aircrew members and evaluate its effect on the experienced helmet stability (helmet gliding), neck load, neck pain, hot spots (pressure points), irritation/distraction, and overall helmet comfort during night flights. A within-subject design was used over a three-month period that consisted of two consecutive interventions of optimising the fit of the aircrew's helmets: 1) a new helmet fit using a renewed protocol and 2) replacement of a thermoplastic inner liner with a viscoelastic foam inner liner. A total of 18 pilots and loadmasters rated the outcome measures using the Visual Analogue Scales immediately after their night flights, for three night flights in total per measurement period. The optimised helmet fit resulted in a significant decrease in the experienced helmet gliding, neck load and pressure points, a decrease trend in the experienced neck pain and irritation/distraction, and a significant increase in the experienced overall helmet comfort during flight. These results demonstrate the importance of achieving an optimised helmet fit for military helicopter aircrew and that an optimised helmet fit might have implications for both health and safety concerns.     

The effect of military load carriage on 3-D lower limb kinematics and spatiotemporal parameters

The 3-D gait analysis of military load carriage is not well represented, if at all, within the available literature. This study collected 3-D lower limb kinematics and spatiotemporal parameters in order to assess the subsequent impact of carrying loads in a backpack of up to 32 kg. Results showed the addition of load significantly decreased the range of motion of flexion/extension of the knee and pelvic rotation. Also seen were increases in adduction/abduction and rotation of the hip and pelvis tilt. No changes to ankle kinematics were observed. Alterations to the spatiotemporal parameters of gait were also of considerable interest, namely, an increase in double support and a decrease in preferred stride length as carried load increased. Analysing kinematics during military or recreational load carriage broadens the knowledge regarding the development of exercise-related injuries, while helping to inform the human-centred design process for future load carrying systems. The importance of this study is that limited available research has investigated 3-D lower limb joint kinematics when carrying loads.     

The influence of learner-generated domain representations on learning combinatorics and probability theory

The aim of the current study was to examine the effects of providing support in the form of tools for constructing representations, and in particular the differential effects of the representational format of these tools (conceptual, arithmetical, or textual) in terms of perceived affordances and learning outcomes. The domain involved was combinatorics and probability theory. A between-subjects pre-test–post-test design was applied with secondary education students randomly distributed over four conditions. Participants completed the same tasks in a simulation-based learning environment. Participants in three experimental conditions were provided with a representational tool that could be used to construct a domain representation. The experimental manipulation concerned the format of the tool (conceptual, arithmetical, or textual). Participants in a control condition did not have access to a representational tool. Data from 127 students were analyzed. It was found that the construction of a domain representation significantly improved learning outcomes. The format in which students constructed a representation did not directly affect learning outcomes or the quality of the created domain representations. The arithmetical format, however, was the least stimulating for students to engage in externalizing their knowledge.     

The effects of a lower body exoskeleton load carriage assistive device on limits of stability and postural sway

The study investigated the effects of using a lower body prototype exoskeleton (EXO) on static limits of stability and postural sway. Measurements were taken with participants, 10 US Army enlisted men, standing on a force platform. The men were tested with and without the EXO (15 kg) while carrying military loads of 20, 40 and 55 kg. Body lean to the left and right was significantly less and postural sway excursions and maximal range of movement were significantly reduced when the EXO was used. Hurst values indicated that body sway was less random over short-term time intervals and more random over long-term intervals with the EXO than without it. Feedback to the user's balance control mechanisms most likely was changed with the EXO. The reduced sway and relatively small changes in sway with increasing load weights suggest that the EXO structure may have functioned to provide a bracing effect on the body.     

The influence of external load configuration on trunk biomechanics and spinal loading during sudden loading

Abstract

Sudden loading is a major risk factor for work-related lower back injuries among occupations involving manual material handling (MMH). The current study explored the effects of external weight configuration on trunk biomechanics and trunk rotational stiffness in the sagittal plane during sudden loading. Fifteen asymptomatic volunteers experienced sudden loadings using the same magnitude of weight (9?kg) with two different configurations (medially- or laterally-distributed) at three levels of height (low, middle and high). Results of this study showed that the medially distributed weight resulted in a significantly higher peak L5/S1 joint compression force (2861 N vs. 2694 N) and trunk rotational stiffness (2413?Nm/rad vs. 1785?Nm/rad) compared to the laterally distributed weight. It was concluded that when experiencing sudden loading, a more laterally distributed weight could increase the load’s resistance to physical perturbations and alleviate spinal loading during sudden loading events.

Practitioner summary: Increased trunk rotational stiffness and peak L5/S1 joint compression force were observed when undergoing a sudden load release of a medially distributed load compared to a laterally distributed load revealing a less stable hand load condition due to the reduced moment of inertia. The laterally distributed load could increase the load’s resistance to physical perturbations and mitigate spinal loading during sudden loading events.     

基于成本和并行装配的装配序列有向图求解

针对虚拟装配中装配序列规划问题,引入了有向图来描述装配过程中的零件以及零件间的装配约束关系。结合装配成本、并行装配、装配经验优化了装配关系有向图的拓扑排序算法。提出了将装配方向变化次数作为衡量装配成本的一项重要指标。提出了将单次可装配的零件数量作为装配优先方向的参考依据。文章最后给出了装配序列生成的具体算法。