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An investigation of the relationship between visual effects and object identification using eye-tracking
Title
An investigation of the relationship between visual effects and object identification using eye-tracking.
Creator
Rosch, Jonathan, Schoenfeld, Winston, Likamwa, Patrick, Wu, Shintson, Vogel-Walcutt, Jennifer, University of Central Florida
Abstract / Description
The visual content represented on information displays used in training environments prescribe display attributes as brightness, color, contrast, and motion blur, but considerations regarding cognitive processes corresponding to these visual features require further attention in order to optimize the display for training applications. This dissertation describes an empirical study with which information display features, specifically color and motion blur reduction, were investigated to...
Show moreThe visual content represented on information displays used in training environments prescribe display attributes as brightness, color, contrast, and motion blur, but considerations regarding cognitive processes corresponding to these visual features require further attention in order to optimize the display for training applications. This dissertation describes an empirical study with which information display features, specifically color and motion blur reduction, were investigated to assess their impact in a training scenario involving visual search and threat detection. Presented in this document is a review of the theory and literature describing display technology, its applications to training, and how eye-tracking systems can be used to objectively measure cognitive activity. The experiment required participants to complete a threat identification task, while altering the displays settings beforehand, to assess the utility of the display capabilities. The data obtained led to the conclusion that motion blur had a stronger impact on perceptual load than the addition of color. The increased perceptual load resulted in approximately 8-10% longer fixation durations for all display conditions and a similar decrease in the number of saccades, but only when motion blur reduction was used. No differences were found in terms of threat location or threat identification accuracy, so it was concluded that the effects of perceptual load were independent of germane cognitive load.
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Date Issued
2012
Identifier
CFE0004591, ucf:49219
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004591
Effects of Metacognitive Monitoring on Academic Achievement in an Ill-Structured Problem-Solving Environment
Title
Effects of Metacognitive Monitoring on Academic Achievement in an Ill-Structured Problem-Solving Environment.
Creator
Malone, Naomi, Hirumi, Atsusi, Thompson, Brenda, Bai, Haiyan, Vogel-Walcutt, Jennifer, Sadri, Houman, University of Central Florida
Abstract / Description
Higher education courses are increasingly moving online while educational approaches are concurrently shifting their focus toward student-centered approaches to learning. These approaches promote critical thinking by asking students to solve a range of ill-structured problems that exist in the real world. Researchers have found that student-centered online learning environments require students to have self-regulated learning skills, including metacognitive skills to regulate their own...
Show moreHigher education courses are increasingly moving online while educational approaches are concurrently shifting their focus toward student-centered approaches to learning. These approaches promote critical thinking by asking students to solve a range of ill-structured problems that exist in the real world. Researchers have found that student-centered online learning environments require students to have self-regulated learning skills, including metacognitive skills to regulate their own learning processes. Much of the research suggests that externally supporting students while they are learning online, either directly or indirectly, helps them to succeed academically. However, few empirical studies have investigated what levels of support are most effective for promoting students' self-regulated learning behaviors. Additionally, these studies reported conflicting results (-) some found maximum support to be most effective while others found no significant difference.The purpose of this study was to investigate the effectiveness of different levels of support for self-regulated learning during a complex learning activity to solve an ill-structured problem-solving situation in an online learning environment. In addition, the role of students' self-efficacy on their academic achievement was examined. A total of 101 undergraduate students from three international studies courses offered at a large urban Southeastern public university in the United States participated in the study. The students were randomly assigned to treatment (minimum support, maximum support) and control groups. Students' academic achievement scores were measured using a conceptual knowledge test created by the professor teaching the courses. O'Neil's (1997) Trait Self-Regulation Questionnaire measured students' self-efficacy. Analysis of Co-Variance (ANCOVA) was conducted to analyze the data. The ANCOVA results indicated significant improvement of the academic achievement of the minimum support group versus both the maximum support and control groups. Additionally, self-efficacy as a co-variable did not significantly impact students' achievement scores in any of the groups.The overall results indicated that it is important to consider the level of self-regulated learning support when designing online learning environments promoting students' critical thinking skills. Promoting students' self-regulated learning skills is vital when designing online higher education courses.
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Date Issued
2017
Identifier
CFE0006762, ucf:51833
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006762