Modeling and Adapting to Cognitive Load

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Information about Modeling and Adapting to Cognitive Load

Published on November 20, 2007

Author: lrizoli

Source: slideshare.net

Description

A summary of three papers on assessing users' cognitive load and adapting interfaces to it, used as a starting point for class discussion.

Presented on Nov. 20, 2007 for CPSC 532B (http://www.cs.ubc.ca/~conati/532b-2007/532-description.html)

Modeling and Adapting to Cognitive Load Lucas Rizoli 2007-11-20 CPSC 532C

M ü ller et al. , 2001 Recognizing Time Pressure and Cognitive Load on the Basis of Speech Schultheis & Jameson, 2004 Assessing Cognitive Load in Adaptive Hypermedia Systems Iqbal et al. , 2005 Towards an Index of Opportunity

M ü ller et al. , 2001

Recognizing Time Pressure and Cognitive Load on the Basis of Speech

Schultheis & Jameson, 2004

Assessing Cognitive Load in Adaptive Hypermedia Systems

Iqbal et al. , 2005

Towards an Index of Opportunity

Assessing cognitive load Analytic General, not case-specific Performance From behaviour Psychophsiological Body states Subjective Self-report

Analytic

General, not case-specific

Performance

From behaviour

Psychophsiological

Body states

Subjective

Self-report

Assessing cognitive load Analytic General, not case-specific Performance From behaviour Psychophsiological Body states Subjective Self-report task model reading speed , speech brain activity , pupil size difficulty rating

Analytic

General, not case-specific

Performance

From behaviour

Psychophsiological

Body states

Subjective

Self-report

Müller et al. , 2001 Relate load to utterances Questions asked to helper application Task and time pressures Subjects navigate virtual room Told to hurry or take time Use utterances to diagnose pressures

Relate load to utterances

Questions asked to helper application

Task and time pressures

Subjects navigate virtual room

Told to hurry or take time

Use utterances to diagnose pressures

 

“ I’m thirsty. Is there—can I get a beer on the flight?”

Utterance symptoms Disfluencies Self-correction, false start, interruption Content quality Ranked over all subjects (1–32) Average of 4 rank scores

Disfluencies

Self-correction, false start, interruption

Content quality

Ranked over all subjects (1–32)

Average of 4 rank scores

Utterance symptoms Articulation rate Syllables per second Number of syllables Silent pauses Filled pauses

Articulation rate

Syllables per second

Number of syllables

Silent pauses

Filled pauses

Hurry Take time

Hurry Take time

Hurry Take time

Hurry Take time

 

NAVIGATION? TIME PRESSURE?

Results Discernable differences under load Utterances change with pressure (s) Differences used to detect load Inferring causes difficult Navigation acts as distractor Effects hard to separate

Discernable differences under load

Utterances change with pressure (s)

Differences used to detect load

Inferring causes difficult

Navigation acts as distractor

Effects hard to separate

From http://en.wikipedia.org/wiki/Voight-Kampff_machine

Iqbal et al. , 2005 Measure cognitive load Correlates with pupil size Average % change in pupil size ( APCS ) Relate load to tasks Create an index of opportunity Better times to interrupt a user

Measure cognitive load

Correlates with pupil size

Average % change in pupil size ( APCS )

Relate load to tasks

Create an index of opportunity

Better times to interrupt a user

 

 

 

 

Results Mental load drops between tasks Drop greater at higher levels Load tied to task model Know the subtasks, boundaries Different tasks, different load Know baseline load , task type

Mental load drops between tasks

Drop greater at higher levels

Load tied to task model

Know the subtasks, boundaries

Different tasks, different load

Know baseline load , task type

Index of Opportunity

Index of Opportunity

I like this paper Iqbal et al. , 2005

I like this paper Clear goals and procedure Controlled experiment Empirical study Decent statistical analysis Practical results Iqbal et al. , 2005

Clear goals and procedure

Controlled experiment

Empirical study

Decent statistical analysis

Practical results

Schultheis & Jameson, 2004 Measure mental load during reading 5 th , 12 th grade text & philosophical text Es war auf Deutsch Measured pupil size and brain activity P300 event-related potential Reaction to novel auditory stimuli Also speed & subjective difficulty

Measure mental load during reading

5 th , 12 th grade text & philosophical text

Es war auf Deutsch

Measured pupil size and brain activity

P300 event-related potential

Reaction to novel auditory stimuli

Also speed & subjective difficulty

Easy Hard Standard Novel

Easy Hard Standard Novel

 

 

Results Brain activity changes with difficulty Easy text, bigger reaction to new sound Also reading speed & subjective No significant change in pupil size Poor measure of reading difficulty

Brain activity changes with difficulty

Easy text, bigger reaction to new sound

Also reading speed & subjective

No significant change in pupil size

Poor measure of reading difficulty

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