Using eye movement modelling examples to guide visual attention and foster cognitive performance: A meta-analysis

Eye movement modelling examples (EMME) are computer-based videos displaying the visualized eye gaze behaviour of a domain expert person (model) while carefully executing the learning or problem-solving task. The role of EMME in promoting cognitive performance (i.e., final scores of learning outcome or problem solving) has been questioned due to the mixed findings from empirical studies. This study tested the effects of EMME on attention guidance and cognitive performance by means of meta-analytic procedures. Data for both experimental and control groups and both posttest and pretest were extracted to calculate the effect sizes. The EMME group was treated as the experimental group and the non-EMME group was treated as the control group. Twenty-five independent articles were included. The overall analysis showed a significant effect of EMME on time to first fixation (d = −0.83), fixation duration (d = 0.74), as well as cognitive performance (d = 0.43), but not on fixation count, indicating that using EMME not only helped learners attend faster and longer to the task-relevant elements, but also fostered their final cognitive performance. Interestingly, task type significantly moderated the effect of EMME on cognitive performance. Moderation analyses showed that EMME was beneficial to learners' performance when non-procedural tasks (rather than procedural tasks) were used. These findings show contributions for future research as well as practical application in the field of computers and learning regarding videos displaying a model's visualized eye gaze behaviour.     

Cognitive ergonomics for data analysis. Experimental study of cognitive limitations in a data-based judgement task

ABSTRACT

Today’s ever-increasing amount of data places new demands on cognitive ergonomics and requires new design ideas to ensure successful human–data interaction. Our aim was to identify the cognitive factors that must be considered when designing systems to improve decision-making based on large amounts of data. We constructed a task that simulates the typical cognitive demands people encounter in data analysis situations. We demonstrate some essential cognitive limitations using a behavioural experiment with 20 participants. The studied task presented the participants with critical and noncritical attributes that contained information on two groups of people. They had to select the response option (group) with the higher level of critical attributes. The results showed that accuracy of judgement decreased as the amount of information increased, and that judgement was affected by irrelevant information. Our results thus demonstrate critical cognitive limitations when people utilise data and suggest a cognitive bias in data-based decision-making. Therefore, when designing for cognition, we should consider the human cognitive limitations that are manifested in a data analysis context. Furthermore, we need general cognitive ergonomic guidelines for design that support the utilisation of data and improve data-based decision-making.     

Higher mental stimulation at work is associated with improved cognitive functioning in both young and older workers

The study examined whether mental stimulation received in the workplace positively affects cognitive functioning and rate of cognitive change. Data taken from the VISAT (ageing, health and work) longitudinal study concerned 3237 workers who were seen three times (in 1996, 2001 and 2006) and who were aged between 32 and 62 years at baseline. Measures of cognitive stimulation both at work and outside work were available at baseline. Cognitive efficiency was assessed on the three occasions through episodic verbal memory, attention and processing speed tests. Greater cognitive stimulation (at work and outside work) was associated with higher levels of cognitive functioning and a more favourable change over the 10-year follow-up. These results were obtained after adjustment for age, education, sex and a variety of medical, physical and psychosocial confounders. The study thus supports the hypothesis that exposure to jobs that are mentally demanding and that offer learning opportunities increases the level of cognitive functioning and possibly attenuates age-related decline.

Statement of Relevance: The effect of occupational activity on cognitive functioning is under-researched. This paper reports results from a substantive longitudinal study, with findings indicating that exposure to jobs that are mentally demanding are beneficial in increasing levels of cognitive functioning and possibly attenuating age-related decline.     

A socio-technical analysis of functional properties in a joint cognitive system: a case study in an aircraft cockpit

Abstract

In a socio-technical work domain, humans, device interfaces and artefacts all affect transformations of information flow. Such transformations, which may involve a change of auditory to visual information & vice versa or alter semantic approximations into spatial proximities from instruments readings, are generally not restricted to solely human cognition. This paper applies a joint cognitive system approach to explore a socio-technical system. A systems ergonomics perspective is achieved by applying a multi-layered division to transformations of information between, and within, human and technical agents. The approach uses the Functional Resonance Analysis Method (FRAM), but abandons the traditional boundary between medium and agent in favour of accepting aircraft systems and artefacts as agents, with their own functional properties and relationships. The joint cognitive system perspective in developing the FRAM model allows an understanding of the effects of task and information propagation, and eventual distributed criticalities, taking advantage of the functional properties of the system, as described in a case study related to the cockpit environment of a DC-9 aircraft.

Practitioner Summary: This research presents the application of one systemic method to understand work systems and performance variability in relation to the transformation of information within a flight deck for a specific phase of flight. By using a joint cognitive systems approach both retrospective and prospective investigation of cockpit challenges will be better understood.

Abbreviations: ATC: air traffic control; ATCO: air traffic controller; ATM: air traffic management; CSE: cognitive systems engineering; DSA: distributed situation awareness; FMS: flight management system; FMV: FRAM model visualize; FRAM: functional resonance analysis method; GF: generalised function; GW: gross weight; HFACS: human factors analysis and classification system; JCS: joint cognitive systems; PF: pilot flying; PNF: pilot not flying; SA: situation awareness; SME: subject matter expert; STAMP: systems theoretic accident model and processes; VBA: visual basic for applications; WAD: work-as-done; WAI: work-as-imagined; ZFW: zero fuel weight     

The effects of computer simulation and animation (CSA) on students' cognitive processes: A comparative case study in an undergraduate engineering course

This study focuses on the investigation of the effects of computer simulation and animation (CSA) on students' cognitive processes in an undergraduate engineering course. The revised Bloom's taxonomy, which consists of six categories in the cognitive process domain, was employed in this study. Five of the six categories were investigated, including remember, understand, apply, analyze, and evaluate. Data were collected via a think‐aloud protocol involving two groups of student participants: One group learned a worked example problem with a CSA module, and the other group learned the same problem with traditional textbook‐style instruction. A new concept called frequency index was proposed for use in qualitative research that involves the quantitative comparison of the overall popularity of a particular mental activity performed by two groups of students. The results show that as compared to traditional textbook‐style instruction, CSA significantly increases students' activities in the understand category of the revised Bloom's taxonomy during learning and significantly increases students' activities in the understand, apply, analyse, and evaluate categories during subsequent problem‐solving. That learning via CSA has a profound impact on subsequent problem‐solving is attributed to intensive human–computer interactions built in the CSA learning module.