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- Title
- THE IMPACT OF MENTAL TRANSFORMATION TRAINING ACROSS LEVELS OF AUTOMATION ON SPATIAL AWARENESS IN HUMAN-ROBOT INTERACTION.
- Creator
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Rehfeld, Sherri, Jentsch, Florian, University of Central Florida
- Abstract / Description
-
One of the problems affecting robot operators' spatial awareness involves their ability to infer a robot's location based on the views from on-board cameras and other electro-optic systems. To understand the vehicle's location, operators typically need to translate images from a vehicle's camera into some other coordinates, such as a location on a map. This translation requires operators to relate the view by mentally rotating it along a number of axes, a task that is both...
Show moreOne of the problems affecting robot operators' spatial awareness involves their ability to infer a robot's location based on the views from on-board cameras and other electro-optic systems. To understand the vehicle's location, operators typically need to translate images from a vehicle's camera into some other coordinates, such as a location on a map. This translation requires operators to relate the view by mentally rotating it along a number of axes, a task that is both attention-demanding and workload-intensive, and one that is likely affected by individual differences in operator spatial abilities. Because building and maintaining spatial awareness is attention-demanding and workload-intensive, any variable that changes operator workload and attention should be investigated for its effects on operator spatial awareness. One of these variables is the use of automation (i.e., assigning functions to the robot). According to Malleable Attentional Resource Theory (MART), variation in workload across levels of automation affects an operator's attentional capacity to process critical cues like those that enable an operator to understand the robot's past, current, and future location. The study reported here focused on performance aspects of human-robot interaction involving ground robots (i.e., unmanned ground vehicles, or UGVs) during reconnaissance tasks. In particular, this study examined how differences in operator spatial ability and in operator workload and attention interacted to affect spatial awareness during human-robot interaction (HRI). Operator spatial abilities were systematically manipulated through the use of mental transformation training. Additionally, operator workload and attention were manipulated via the use of three different levels of automation (i.e., manual control, decision support, and full automation). Operator spatial awareness was measured by the size of errors made by the operators, when they were tasked to infer the robot's location from on-board camera views at three different points in a sequence of robot movements through a simulated military operation in urban terrain (MOUT) environment. The results showed that mental transformation training increased two areas of spatial ability, namely mental rotation and spatial visualization. Further, spatial ability in these two areas predicted performance in vehicle localization during the reconnaissance task. Finally, assistive automation showed a benefit with respect to operator workload, situation awareness, and subsequently performance. Together, the results of the study have implications with respect to the design of robots, function allocation between robots and operators, and training for spatial ability. Future research should investigate the interactive effects on operator spatial awareness of spatial ability, spatial ability training, and other variables affecting operator workload and attention.
Show less - Date Issued
- 2006
- Identifier
- CFE0001468, ucf:47102
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001468
- Title
- THE ROLE OF DOMAIN EXPERTISE AND JUDGMENT IN DEALING WITH UNEXPECTED EVENTS.
- Creator
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Kochan, Janeen, Jentsch, Florian, University of Central Florida
- Abstract / Description
-
Unexpected events, particularly those creating surprise, interrupt ongoing mental and behavioral processes, creating an increased potential for unwanted outcomes to the situation. Human reactions to unexpected events vary. One can hypothesize a number of reasons for this variation, including level of domain expertise, previous experience with similar events, emotional connotation, and the contextual surround of the event. Whereas interrupting ongoing activities and focusing attention...
Show moreUnexpected events, particularly those creating surprise, interrupt ongoing mental and behavioral processes, creating an increased potential for unwanted outcomes to the situation. Human reactions to unexpected events vary. One can hypothesize a number of reasons for this variation, including level of domain expertise, previous experience with similar events, emotional connotation, and the contextual surround of the event. Whereas interrupting ongoing activities and focusing attention temporarily on a surprising event may be a useful evolutionary response to a threatening situation, the same process may be maladaptive in today's highly dynamic world. The purpose of this study was to investigate how different aspects of expertise affected one's ability to detect and react to an unexpected event. It was hypothesized that there were two general types of expertise, domain expertise and judgment (Hammond, 2000), which influenced one's performance on dealing with an unexpected event. The goal of the research was to parse out the relative contribution of domain expertise, so the role of judgment could be revealed. The research questions for this study were: (a) Can we identify specific knowledges and skills which enhance one's ability to deal with unexpected events? (b) Are these skills "automatically" included in domain expertise? (c) How does domain expertise improve or deter one's reaction and response to unexpected events? (d) What role does judgment play in responding to surprise? The general hypothesis was that good judgment would influence the process of surprise at different stages and in different ways than would domain expertise. The conclusions from this research indicated that good judgment had a significant positive effect in helping pilots deal with unexpected events. This was most pronounced when domain expertise was low.
Show less - Date Issued
- 2005
- Identifier
- CFE0000721, ucf:46609
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000721
- Title
- INVESTIGATING THE MECHANISMS THAT DRIVE IMPLICIT COORDINATION IN TEAMS.
- Creator
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Hoeft, Raegan, Jentsch, Florian, University of Central Florida
- Abstract / Description
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The purpose of this study was to empirically test the oft-noted hypothesis that shared mental models lead to implicit coordination. Specifically, this dissertation investigated the underlying mechanisms of implicit coordination and how different aspects of shared mental models affect the process. The research questions tested in this study were (a)how perceptions of sharedness affect the initiation of implicit coordination, (b) how actual levels of sharedness affect the process of implicit...
Show moreThe purpose of this study was to empirically test the oft-noted hypothesis that shared mental models lead to implicit coordination. Specifically, this dissertation investigated the underlying mechanisms of implicit coordination and how different aspects of shared mental models affect the process. The research questions tested in this study were (a)how perceptions of sharedness affect the initiation of implicit coordination, (b) how actual levels of sharedness affect the process of implicit coordination, and (c) how quality of task mental models affects successful implicit coordination. Sixty same-gender, two-person teams engaged in a complex military reconnaissance planning task in which the team members were required to work together by exchanging information to plan routes for one unmanned aerial vehicle (UAV) and one unmanned ground vehicle (UGV). The results provided partial support for the influence of different facets of shared mental models on the process of implicit coordination. Specifically, individual mental model quality, not perceptions of sharedness or actual mental model sharedness, was the biggest predictor of the initiation of implicit coordination. Additionally, perceptions of sharedness and actual mental model sharedness interacted with one another, such that teams in mismatched conditions (high perceptions of sharedness but low actual sharedness [false consensus], or low perceptions of sharedness and high actual sharedness, [pluralistic ignorance]) tended to increase their communications. The implications and recommendations for future research on implicit coordination and shared mental models are discussed. Additionally, the implications for operators of unmanned vehicles are also discussed.
Show less - Date Issued
- 2006
- Identifier
- CFE0001181, ucf:46857
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001181
- Title
- INVESTIGATING THE RELIABILITY AND VALIDITY OF KNOWLEDGE STRUCTURE EVALUATIONS: THE INFLUENCE OF RATER ERROR AND RATER LIMITATIONS.
- Creator
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Harper-Sciarini, Michelle, Jentsch, Florian, University of Central Florida
- Abstract / Description
-
The likelihood of conducting safe operations increases when operators ave effectively integrated their knowledge of the operation into meaningful relationships, referred to as knowledge structures (KSs). Unlike knowing isolated facts about an operation, well integrated KSs reflect a deeper understanding. It is, however, only the isolated facts that are often evaluated in training environments. To know whether an operator has formed well integrated KSs, KS evaluation methods must be employed....
Show moreThe likelihood of conducting safe operations increases when operators ave effectively integrated their knowledge of the operation into meaningful relationships, referred to as knowledge structures (KSs). Unlike knowing isolated facts about an operation, well integrated KSs reflect a deeper understanding. It is, however, only the isolated facts that are often evaluated in training environments. To know whether an operator has formed well integrated KSs, KS evaluation methods must be employed. Many of these methods, however, require subjective, human-rated evaluations. These ratings are often prone to the negative influence of a raterÂÂÂÂÂÂ's limitations such as rater biases and cognitive limitations; therefore, the extent to which KS evaluations are beneficial is dependent on the degree to which the raterÂÂÂÂÂÂ's limitations can be mitigated. The main objective of this study was to identify factors that will mitigate rater limitations and test their influence on the reliability and validity of KS evaluations. These factors were identified through the delineation of a framework that represents how a raterÂÂÂÂÂÂ's limitations will influence the cognitive processes that occur during the evaluation process. From this framework, one factor (i.e., operation knowledge), and three mitigation techniques (i.e., frame-of-reference training, reducing the complexity of the KSs, and providing referent material) were identified. Ninety-two participants rated the accuracy of eight KSs over a period of two days. Results indicated that reliability was higher after training. Furthermore, several interactions indicated that the benefits of domain knowledge, referent material, and reduced complexity existed within subsets of the participants. For example, reduced complexity only increased reliability among evaluators with less knowledge of the operation. Also, referent material increased reliability only for those who scored less complex KSs. Both the practical and theoretical implications of these results are provided.
Show less - Date Issued
- 2010
- Identifier
- CFE0002973, ucf:47950
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002973
- Title
- MULTIMEDIA COMPUTER-BASED TRAINING AND LEARNING: THE ROLE OF REFERENTIAL CONNECTIONS IN SUPPORTING COGNITIVE LEARNING OUTCOMES.
- Creator
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Scielzo, Sandro, Jentsch, Florian, University of Central Florida
- Abstract / Description
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Multimedia theory has generated a number of principles and guidelines to support computer-based training (CBT) design. However, the cognitive processes responsible for learning, from which these principles and guidelines stem from, are only indirectly derived by focusing on cognitive learning outcome differences. Unfortunately, the effects that cognitive processes have on learning are based on the assumption that cognitive learning outcomes are indicative of certain cognitive processes. Such...
Show moreMultimedia theory has generated a number of principles and guidelines to support computer-based training (CBT) design. However, the cognitive processes responsible for learning, from which these principles and guidelines stem from, are only indirectly derived by focusing on cognitive learning outcome differences. Unfortunately, the effects that cognitive processes have on learning are based on the assumption that cognitive learning outcomes are indicative of certain cognitive processes. Such circular reasoning is what prompted this dissertation. Specifically, this dissertation looked at the notion of referential connections, which is a prevalent cognitive process that is thought to support knowledge acquisition in a multimedia CBT environment. Referential connections, and the related cognitive mechanisms supporting them, are responsible for creating associations between verbal and visual information; as a result, their impact on multimedia learning is theorized to be far reaching. Therefore, one of the main goals of this dissertation was to address the issue of indirectly assessing cognitive processes by directly measuring referential connections to (a) verify the presence of referential connections, and (b) to measure the extent to which referential connections affect cognitive learning outcomes. To achieve this goal, a complete review of the prevalent multimedia theories was brought fourth. The most important factors thought to be influencing referential connections were extracted and cataloged into variables that were manipulated, fixed, covaried, or randomized to empirically examine the link between referential connections and learning. Specifically, this dissertation manipulated referential connections by varying the temporal presentation of modalities and the color coding of instructional material. Manipulating the temporal presentation of modalities was achieved by either presenting modalities simultaneously or sequentially. Color coding manipulations capitalized on pre-attentive highlighting and pairing of elements (i.e., pairing text with corresponding visuals). As such, the computer-based training varied color coding on three levels: absence of color coding, color coding without pairing text and corresponding visual aids, and color coding that also paired text and corresponding visual aids. The modalities employed in the experiment were written text and static visual aids, and the computer-based training taught the principles of flight to naïve participants. Furthermore, verbal and spatial aptitudes were used as covariates, as they consistently showed to affect learning. Overall, the manipulations were hypothesized to differentially affect referential connections and cognitive learning outcomes, thereby altering cognitive learning outcomes. Specifically, training with simultaneously presented modalities was hypothesized to be superior, in terms of referential connections and learning performance, to a successive presentation, and color coding modalities with pairing of verbal and visual correspondents was hypothesized to be superior to other forms of color coding. Finally, it was also hypothesized that referential connections would positively correlate with cognitive learning outcomes and, indeed, mediate the effects of temporal contiguity and color coding on learning. A total of 96 were randomly assigned to one of the six experimental groups, and were trained on the principles of flight. The key construct of referential connections was successfully measured with three methods. Cognitive learning outcomes were captured by a traditional declarative test and by two integrative (i.e., knowledge application) tests. Results showed that the two multimedia manipulation impacted cognitive learning outcomes and did so through corresponding changes of related referential connections (i.e., through mediation). Specifically, as predicted, referential connections mediated the impact of both temporal contiguity and color coding on lower- and higher-level cognitive learning outcomes. Theoretical and practical implications of the results are discussed in relation to computer-based training design principles and guidelines. Specifically, theoretical implications focus on the contribution that referential connections have on multimedia learning theory, and practical implications are brought forth in terms of instructional design issues. Future research considerations are described as they relate to further exploring the role of referential connections within multimedia CBT paradigms.
Show less - Date Issued
- 2008
- Identifier
- CFE0002224, ucf:47899
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002224
- Title
- INITIAL VALIDATION OF NOVEL PERFORMANCE-BASED MEASURES: MENTAL ROTATION AND PSYCHOMOTOR ABILITY.
- Creator
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Fatolitis, Philip, Jentsch, Florian, University of Central Florida
- Abstract / Description
-
Given the high-risk nature of military flight operations and the significant resources required to train U.S. Naval Aviation personnel, continual improvement is required in the selection process. In addition to general commissioning requirements and aeromedical standards, the U.S. Navy utilizes the Aviation Selection Test Battery (ASTB) to select commissioned aviation students. Although the ASTB has been a good predictor of aviation student performance in training, it was proposed that...
Show moreGiven the high-risk nature of military flight operations and the significant resources required to train U.S. Naval Aviation personnel, continual improvement is required in the selection process. In addition to general commissioning requirements and aeromedical standards, the U.S. Navy utilizes the Aviation Selection Test Battery (ASTB) to select commissioned aviation students. Although the ASTB has been a good predictor of aviation student performance in training, it was proposed that incremental improvement could be gained with the introduction of novel, computer administered performance-based measures: Block Rotation (BRT) and a Navy-developed Compensatory Tracking task. This work constituted an initial validation of the BRT, an interactive virtual analog of Shepard-Metzler's (1971) Mental Rotation task that was developed with the intention of quantifying mental rotation and psychomotor ability. For Compensatory Tracking, this work sought to determine if data gathered concord with results in extant literature, confirming the validity of the task. Data from the BRT were examined to determine task reliability and to formulate relevant quantitative/predictive performance human models. Results showed that the BRT performance is a valid spatial ability predictor whose output can be modeled, and that Compensatory Tracking task data concord with the psychometric properties of tracking tasks that have been previously presented in the literature.
Show less - Date Issued
- 2008
- Identifier
- CFE0002413, ucf:47764
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002413
- Title
- PERFORMANCE IMPLICATIONS OF ALTERNATIVE COLOR-CODESIN AIRPORT X-RAY BAGGAGE SCREENING.
- Creator
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Hilscher, Matthew, Jentsch, Florian, University of Central Florida
- Abstract / Description
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This research investigated both cognitive and affective influences of alternative color combinations in a search task paradigm. The effects of re-mapping the existing, comparatively arbitrarily color codes of baggage X-ray images, were explored. Alternative color-codes were evaluated for improving the economy of visual search in X-ray baggage screening. Using a 2 x 2 between-groups design, the perceptual aspects of color-codes varying in degree of visual agreeability (accordant or discordant)...
Show moreThis research investigated both cognitive and affective influences of alternative color combinations in a search task paradigm. The effects of re-mapping the existing, comparatively arbitrarily color codes of baggage X-ray images, were explored. Alternative color-codes were evaluated for improving the economy of visual search in X-ray baggage screening. Using a 2 x 2 between-groups design, the perceptual aspects of color-codes varying in degree of visual agreeability (accordant or discordant) and color contrast (high or low) were examined in terms of efficiency (reaction time) and effectiveness (detection accuracy). Three hypotheses were put forth; two postulated main effects for color contrast and for visual agreeability, and a third postulated an interaction. Additionally, for comparison purposes, a fifth group of participants was presented with a stimulus condition that represented the current industry standard for colorizing X-ray images. Out of 100 volunteers, data were usable for 95 participants who had been randomly assigned to one of five conditions. All participants were exposed to the same screening task. The screening task required participants to view 153 X-ray images in random order. Of these images, 36 contained a single threat item (knife, scissor, gun) among clutter. Analyses of variance revealed significant differences between conditions with respect to detection accuracy. Implications are that high-color contrast improves detection accuracy; specifically with respect to correct rejections, and that this effect on performance can be moderated by psycho-emotional mechanisms. Specifically, the impact of color-contrast was significantly more pronounced under conditions of accordant color combinations. Theoretical underpinnings and applications to other domains are discussed.
Show less - Date Issued
- 2005
- Identifier
- CFE0000345, ucf:52835
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000345
- Title
- LEARNING FOR THE NEXT GENERATION: PREDICTING THE USAGE OF SYNTHETIC LEARNING ENVIRONMENTS.
- Creator
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Evans, Arthur, Jentsch, Florian, University of Central Florida
- Abstract / Description
-
The push to further the use of technology in learning has broadened the attempts of many to find innovated ways to aid the new, technologically savvy generation of learners, in acquiring the knowledge needed for their education and training. A critical component to the success of these initiatives is the proper application of the science of learning (Cannon-Bowers and Bowers, 2009). One technological initiative that can benefit from this application is the use of synthetic learning...
Show moreThe push to further the use of technology in learning has broadened the attempts of many to find innovated ways to aid the new, technologically savvy generation of learners, in acquiring the knowledge needed for their education and training. A critical component to the success of these initiatives is the proper application of the science of learning (Cannon-Bowers and Bowers, 2009). One technological initiative that can benefit from this application is the use of synthetic learning environments (SLEs). SLEs are instructional systems embedded within virtual worlds. These worlds can be simulations of some task, for instance a simulation that may be completed as part of a military training to mimic specific situations, or they could be in the form of a video game, for example, a game designed to maintain the attention of school children while teaching mathematics. The important components to SLEs are a connection to the underlying task being trained and a set of goals for which to strive toward. SLEs have many unique characteristics which separate them from other forms of education. Two of the most salient characteristics are the instructorless nature of SLEs (most of the learning from SLEs happens without instructor interaction) and the fact that in many cases SLEs are actually fun and engaging, thus motivating the learner to participate more and allowing them to experience a more immersive interaction. Incorporating the latter of these characteristics into a model originally introduced by Davis (1989) and adapted by Yi and Hwang (2003) for use with web applications, an expanded model to predict the effects of enjoyment, goal orientation, ease of use, and several other factors on the overall use of SLEs has been created. Adapting the Davis and Yi and Hwang models for the specific use of SLEs provides a basis understanding how each of the critical input variables effect the use and thus effectiveness of learning tools based on SLEs. In particular, performance goal orientation has been added to the existing models to more accurately reflect the performance characteristics present in games. Results of this study have shown that, in fact, performance goal orientation is a significant factor in the SLE Use and Learning model. However, within the model it is important to distinguish that the two varieties of performance goal orientation (prove and avoid) play different roles. Prove performance goal orientation has been shown to have significant relationships with several other critical factors while avoid performance goal orientation is only accounted for in its significant correlation with prove performance goal orientation. With this understanding, training developers can now have a better understanding of where their resources should be spent to promote more efficient and effective learning. The results of this study allow developers to move forward with confidence in the fact that their new learning environments will be effective in a number of realms, not only limited to classroom, business, or military training.
Show less - Date Issued
- 2010
- Identifier
- CFE0003060, ucf:48298
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003060
- Title
- EFFECTS OF 3D STEREOSCOPY, VISUO-SPATIAL WORKING MEMORY, AND PERCEPTIONS OF SIMULATION EXPERIENCE ON THE MEMORIZATION OF CONFUSABLE OBJECTS.
- Creator
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Keebler, Joseph, Jentsch, Florian, University of Central Florida
- Abstract / Description
-
This dissertation investigated the impact of active stereoscopic 3-dimensional (3D) imagery equipment and individual differences in visuo-spatial working memory (VSWM) capacity on retention of a set of similar, novel objects (i.e., armored military vehicles). Seventy-one participants were assessed on their visuo-spatial working memory using the Visual Patterns Test (Della Sala, Gray, Baddeley, & Wilson, 1997). They were then assigned to one of four different conditions (3D high VSWM, 3D low...
Show moreThis dissertation investigated the impact of active stereoscopic 3-dimensional (3D) imagery equipment and individual differences in visuo-spatial working memory (VSWM) capacity on retention of a set of similar, novel objects (i.e., armored military vehicles). Seventy-one participants were assessed on their visuo-spatial working memory using the Visual Patterns Test (Della Sala, Gray, Baddeley, & Wilson, 1997). They were then assigned to one of four different conditions (3D high VSWM, 3D low VSWM, 2D high VSWM, 2D low VSWM) based upon their visuo-spatial working memory. Participants were then trained to identify military vehicles using a simulation that presented the training stimuli in one of two dimensionalities, i.e. two dimensional (2D) or active stereoscopic three-dimensional (3D). Testing consisted of a vehicle memory training assessment, which challenged participants to choose the correct components of each vehicle immediately after studying; a measure of retention for military vehicles which asked participants to categorize the alliance and identify previously studied vehicles; and a transfer measure using video footage of actual military vehicles. The latter measures depicted military vehicles in an array of combat situations, and participants were asked to decide on whether or not to shoot each vehicle, as well as identify the vehicles. Testing occurred immediately after training. The moderating, as well as main effects, of VSWM were assessed. The mediating/moderating effects of several experiential factors were measured as well, including: immersion, presence, engagement, flow state, and technology acceptance. Findings indicate that perceptions of the simulation experience and VSWM are strong positive predictors of performance, while 3D was not predictive, and in some instances, significantly worse than the 2D condition. These findings indicate that individual differences in visual memory and user experiences during the SBT both are predictive factors in memory tasks for confusable objects. The SBT designed in this study also led to robust prediction of training outcomes on the final transfer task.
Show less - Date Issued
- 2011
- Identifier
- CFE0003939, ucf:48702
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003939
- Title
- Beauty and the Beast: The Attractiveness Bias in an Online Peer Mentoring Program.
- Creator
-
Garcia, Carollaine, Jentsch, Kimberly, Jentsch, Florian, Fritzsche, Barbara, Burke, Shawn, University of Central Florida
- Abstract / Description
-
The bias against attractiveness is fairly implicit and furthermore, powerfully impacts people's subsequent impressions of and behaviors toward others (Cash, Gillen, (&) Burns, 1977; Dion et al., 1972). Pallet, Link and Lee (2010) examined the effect of various facial spatial configurations on attractiveness and found that raters rated faces as most attractive when the eye-to-mouth ratio approximated 36% of the face length (the "golden ratio"), which coincides with the measurements of an...
Show moreThe bias against attractiveness is fairly implicit and furthermore, powerfully impacts people's subsequent impressions of and behaviors toward others (Cash, Gillen, (&) Burns, 1977; Dion et al., 1972). Pallet, Link and Lee (2010) examined the effect of various facial spatial configurations on attractiveness and found that raters rated faces as most attractive when the eye-to-mouth ratio approximated 36% of the face length (the "golden ratio"), which coincides with the measurements of an average and thus more attractive face. The present study examined the extent to which the distance of these objectively measured facial features affected mentors' perceptions of their prot(&)#233;g(&)#233;s, the subsequent mentoring given to them, and the prot(&)#233;g(&)#233;s' own behavior (e.g. seek feedback, request specific information).The gender composition of the mentor-prot(&)#233;g(&)#233; dyad was expected to moderate these relationships. I also examined whether, given the expected effects of facial measurements, withholding access to visual cues would affect mentor perceptions and behavior. Participants were 118 mentor/prot(&)#233;g(&)#233; dyads from a large Southeastern university who volunteered to participate in a formal online peer mentoring program. After seeing their prot(&)#233;g(&)#233;s' profiles (and for those in the experimental condition, a picture), mentors chatted with their prot(&)#233;g(&)#233;s once a week for 30 minutes for a total of 4 weeks. Results indicated that prot(&)#233;g(&)#233;s with facial features moderately distant from the golden ratio were perceived as more similar by mentors in same-gender dyads and received greater mentoring than did prot(&)#233;g(&)#233;s closest and farthest from the golden ratio. In opposite-gender dyads, however, mentors reported greater similarity toward those that were farthest from the golden ratio but provided the greatest mentoring to those closest to the golden ratio. The relationship between facial measurements and prot(&)#233;g(&)#233; proactivity was moderated by whether or not their mentor had access to their picture. While prot(&)#233;g(&)#233;s closest to the ratio were more proactive in the picture condition, those that were farthest from it were more proactive in the non-picture condition. Proactivity was as expected associated with greater levels of mentoring, which was ultimately related to a more fulfilled and beneficial relationship for prot(&)#233;g(&)#233;s (i.e. less stress, greater self-efficacy and satisfaction). The results of this study indicate that facial measurements are associated with both differences in mentor and in prot(&)#233;g(&)#233; behavior and that the specific nature of these relationships differs as a function of gender composition. Implications for practice and theory will be discussed.
Show less - Date Issued
- 2012
- Identifier
- CFE0004504, ucf:49275
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004504
- Title
- Are You My Profession? Mentoring, OCBs, and Professional Identity.
- Creator
-
Fullick, Julia, Jentsch, Kimberly, Jentsch, Florian, Jasinski, Jana, University of Central Florida
- Abstract / Description
-
The purpose of the current study was to investigate the influence that academic major advisors and informal mentors can have on an individual's identification with a professional organization and their ensuing level of involvement in that professional organization. The present study is unique in that it is among the few to examine mentoring and OCBs in the context of a voluntary professional organization. Participants were 309 individuals with a doctoral degree who are members of the Society...
Show moreThe purpose of the current study was to investigate the influence that academic major advisors and informal mentors can have on an individual's identification with a professional organization and their ensuing level of involvement in that professional organization. The present study is unique in that it is among the few to examine mentoring and OCBs in the context of a voluntary professional organization. Participants were 309 individuals with a doctoral degree who are members of the Society for Industrial and Organizational Psychology (SIOP), a large professional organization with 7,847 total members (in 2011). The specific type of OCB investigated in this study was voluntary service as a member of committees within the professional organization. Results indicated that individuals' identification with a particular professional organization was stronger if their academic advisor had engaged in greater OCBs within the organization (i.e., chaired a greater number of committees) and if they had one or more informal mentors who were also members of the same professional organization. Those with a greater number of informal mentors in addition to their academic mentor engaged in greater OCBs within the organization (i.e., participated as a member of more committees). Finally, those reporting at least one informal mentor in addition to their academic advisor engaged in greater OCBs within the organization if their informal mentors had engaged in a greater number of OCBs and when those multiple mentors were more balanced with regard to their to their professional setting (i.e., academia or practitioner). Implications for theory and practice will be discussed.
Show less - Date Issued
- 2012
- Identifier
- CFE0004501, ucf:49281
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004501
- Title
- The Effects of Scoring Technique on Situational Judgment Test Validity.
- Creator
-
Miller, Daniel, Jentsch, Kimberly, Jentsch, Florian, Fritzsche, Barbara, Burke, Shawn, University of Central Florida
- Abstract / Description
-
Situational Judgment Tests (SJTs) are frequently used by organizations as a face-valid selection measure with low adverse impact and a relatively strong relationship with relevant criteria. Despite their common use, there remain several research questions regarding the theoretical foundations and characteristics of SJTs. Additionally, developments in SJT scoring provide fertile ground for research to validate new scoring techniques to better predict criteria of interest. Motowidlo and his...
Show moreSituational Judgment Tests (SJTs) are frequently used by organizations as a face-valid selection measure with low adverse impact and a relatively strong relationship with relevant criteria. Despite their common use, there remain several research questions regarding the theoretical foundations and characteristics of SJTs. Additionally, developments in SJT scoring provide fertile ground for research to validate new scoring techniques to better predict criteria of interest. Motowidlo and his colleagues (2006) recently developed a scoring technique for SJTs based on the principle of Implicit Trait Policies (ITPs) which are implicit beliefs concerning the effectiveness of different behavioral choices that demonstrate varying levels of targeted traits. Individuals high in these targeted traits will rate item responses that demonstrate high levels of that particular trait as more effective. Taking into consideration this new method, and also considering the multitude of scoring methods already available to test developers, it logically follows that these different scoring methods will have different correlations with constructs of interest, and that by using this new method it may be possible to achieve a much higher correlation with personality. The effects of scoring technique on relationships between SJT scores and constructs of interest such as personality will in turn have effects on the criterion validity of the SJT. This research explored how scoring methods affected the relationship SJT scores have with general mental ability, personality traits, typical performance, and maximum performance. Results indicated significant differential validity as a function of the respondents' race. For minority participants, SJT scores predicted (")maximum performance ratings(") in a simulation exercise but not (")typical performance ratings(") provided by familiar peers. However, the reverse was true for Caucasian participants. The two scoring methods demonstrated differential validity. However, the nature of these differences varied as a function of the performance dimension in question (i.e., agreeableness, extraversion). Implications for future research will be discussed as well as the practical implications of these findings.
Show less - Date Issued
- 2011
- Identifier
- CFE0004484, ucf:49314
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004484
- Title
- Assessment Center Structure and Construct Validity: A New Hope.
- Creator
-
Wiese, Christopher, Jentsch, Kimberly, Salas, Eduardo, Jentsch, Florian, Burke, Shawn, University of Central Florida
- Abstract / Description
-
Assessment Centers (ACs) are a fantastic method to measure behavioral indicators of job performance in multiple diverse scenarios. Based upon a thorough job analysis, ACs have traditionally demonstrated very strong content and criterion-related validity. However, researchers have been puzzled for over three decades with the lack of evidence concerning construct validity. ACs are designed to measure critical job dimensions throughout multiple situational exercises. However, research has...
Show moreAssessment Centers (ACs) are a fantastic method to measure behavioral indicators of job performance in multiple diverse scenarios. Based upon a thorough job analysis, ACs have traditionally demonstrated very strong content and criterion-related validity. However, researchers have been puzzled for over three decades with the lack of evidence concerning construct validity. ACs are designed to measure critical job dimensions throughout multiple situational exercises. However, research has consistently revealed that different behavioral ratings within these scenarios are more strongly related to one another (exercise effects) than the same dimension rating across scenarios (dimension effects). That is, results from ACs suggest that we are unsure of what these behavioral measures represent. Over the last three decades, researchers have sought to illuminate why same dimension ratings are inconsistent across scenarios. However, these investigations have been limited to changes influencing the source of the ratings (e.g., assessors, trained raters). No approach has been taken to change the structure of the AC. This study breaks with tradition and introduces a structurally different AC: A Day-In-The Life AC (DITLAC). A DITLAC structure is designed to mimic that of a normal day on the job. In the present study, the construct validity between a DITLAC and a traditionally structured AC is compared with the argument that the DITLAC will demonstrate stronger construct validity evidence. In several cases, this was found to be true.
Show less - Date Issued
- 2015
- Identifier
- CFE0005905, ucf:50878
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005905
- Title
- Not Woman Enough Harassment: Scale Development and an Integrated Model from Antecedent to Outcome.
- Creator
-
Wolcott, Amanda, Jentsch, Kimberly, Jentsch, Florian, Shoss, Mindy, Lopez, Stephanie, University of Central Florida
- Abstract / Description
-
The rise of research on workplace mistreatment in the past twenty years can be attributed to the realization that workplace mistreatment is associated with a host of deleterious outcomes for both the individual targets of the mistreatment and the organizations in which they work. However, the extant literature is failing to capture the full range of sex-based mistreatment that people may experience through a tendency to focus solely on sexual harassment and sex discrimination, which are very...
Show moreThe rise of research on workplace mistreatment in the past twenty years can be attributed to the realization that workplace mistreatment is associated with a host of deleterious outcomes for both the individual targets of the mistreatment and the organizations in which they work. However, the extant literature is failing to capture the full range of sex-based mistreatment that people may experience through a tendency to focus solely on sexual harassment and sex discrimination, which are very specific types of behavior based on one's sex and gender stereotypes. In this dissertation, I introduce the construct of Not Woman Enough Harassment, or the extent to which women perceive that they are treated unfavorably because they do not meet traditionally held stereotypes of femininity. A scale was developed and validated in order to measure this type of harassment, and a model from antecedent to outcome was proposed. Results demonstrated that not woman enough harassment was experienced by approximately 32.5% of the sample. The scale showed good psychometric properties, with two distinct factors of harassment based on physical and non-physical traits. Not woman enough harassment was demonstrated to be distinct from other forms of sexual and workplace harassment. Discomfort with gender norm conformity and masculine physical and non-physical expression were shown to be antecedents of not woman enough harassment, along with a moderating effect of job gender context. In addition, not woman enough harassment significantly predicted decreased job satisfaction, affective organizational commitment, and task performance and increased withdrawal and job stress. Similar patterns were found for males with not man enough harassment.
Show less - Date Issued
- 2017
- Identifier
- CFE0006962, ucf:51629
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006962
- Title
- Facilitating Adaptive Team Performance: The Influence of Membership Fluidity on Learning.
- Creator
-
Bedwell, Wendy, Salas, Eduardo, Jentsch, Kimberly, Jentsch, Florian, Rico Munoz, Ramon, Fiore, Stephen, University of Central Florida
- Abstract / Description
-
Organizations across work domains that utilize teams to achieve organizational outcomes experience change. Resources change. Project deadlines change. Personnel change. Within the scientific community, research has recently surged on the topic of team adaptation to address the issue of change specifically within teams. There have generally been two lines of research regarding team adaptation (task and membership). This effort is focused on membership. Teams are not static(-)members come and...
Show moreOrganizations across work domains that utilize teams to achieve organizational outcomes experience change. Resources change. Project deadlines change. Personnel change. Within the scientific community, research has recently surged on the topic of team adaptation to address the issue of change specifically within teams. There have generally been two lines of research regarding team adaptation (task and membership). This effort is focused on membership. Teams are not static(-)members come and go. The membership adaptation literature has traditionally focused on the performance effects of newcomers to teams. Yet in practice, more and more teams today experience membership loss without replacement. Military units are stretched to capacity. Economic conditions have forced organizations to do more with less. When members leave, they are rarely, if ever, replaced. The very nature of some organizations lends itself to fluid team memberships. Consider an emergency room where a team of nurses and doctors work on Patient A. When a more critical Patient B arrives that requires the expertise of one of those team members, that doctor will leave the Patient A to tend to the Patient B. This practice is common in such work environments. Yet despite the prevalence of this practice, the scientific community knows very little about the impact of losing members on team performance. The current study examines the impact of membership fluidity on team performance. The purpose of this study was twofold. First, there was the need to address an empirical gap in the adaptation literature by focusing on membership changes (loss and loss with replacement) in non-creative tasks. Second was the consideration of the processes underlying adaptation(-)namely learning, operationalized as the development of effective shared mental models (SMMs). Thus, a primary goal was to determine the magnitude of team performance decrements associated with such changes within a decision-making task as well as the associated changes in team process. Results suggest that three-person intact teams demonstrated greater adaptive performance than membership loss with replacement teams. Furthermore, two-person intact teams developed more similar task and team interaction SMMs than membership loss teams when SMMs were indexed as a Euclidean distance score. There were no differences in the level of sharedness regarding task, team interaction or teammate SMMs for three-person intact teams as compared to membership loss with replacement teams. However, when teammate SMMs were operationalized as the personality facets (i.e., the Big 5) in exploratory analyses, three-person intact teams did develop more similar SMMs regarding the agreeableness facet than membership loss with replacement teams. Additionally, when operationalized as Euclidean distance, the agreeableness facet significantly predicted adaptive team performance(-)specifically, the smaller the distance (i.e., more similar the MMs), the greater the adaptive performance in teams. When operationalized as the similarity index, the neuroticism facet significantly predicted adaptive team performance such that the more similar the SMMs, the greater the adaptive performance in teams. Results suggest that membership fluidity does negatively influence the development of shared mental models among teammates. Furthermore, this study provides additional evidence that teammate and team interaction mental models, which are typically not examined together in team studies, are differentially influenced by membership fluidity and differentially predict outcomes like adaptive team performance. This suggests researchers should include both of these cognitive components of team performance to fully understand the nature of these constructs.
Show less - Date Issued
- 2012
- Identifier
- CFE0004356, ucf:49448
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004356
- Title
- THE PROBLEM OF TECHNOLOGY: HUMAN COMMUNICATION IN THE AGE OF AUTOMATION.
- Creator
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Leontyeva, Alyona, White, Grace, Jentsch, Florian, University of Central Florida
- Abstract / Description
-
With the introduction of technology, our existence became different. Today we use technology for every aspect of our lives. We can study, work, communicate, and entertain ourselves. We find it very convenient to communicate via e-mail, text messaging, WhatsApp, Facebook, Twitter, Instagram, Myspace, and Snapchat to connect with people in work, school, social and familial networks. Mark Zuckerberg proclaimed that Facebook's new mission is to "bring the world closer together" (Zuckerberg, 2017)...
Show moreWith the introduction of technology, our existence became different. Today we use technology for every aspect of our lives. We can study, work, communicate, and entertain ourselves. We find it very convenient to communicate via e-mail, text messaging, WhatsApp, Facebook, Twitter, Instagram, Myspace, and Snapchat to connect with people in work, school, social and familial networks. Mark Zuckerberg proclaimed that Facebook's new mission is to "bring the world closer together" (Zuckerberg, 2017). The means of accomplishing that is through technological communication. According to research on close relationships and the use of technology as a way of communication, "mobile phone-based channels had stronger associations with friendship closeness" (Liu and Yang, 2016). However, it is also possible that something essential is lost in these electronic interactions. It is possible that both the value and meaning of the interaction changes when using technology rather than human communication. The primary purpose of this research was a) to examine whether technology use makes people feel more connected to others or lonelier, b) to discover how relationships are affected by online communication, particularly as it relates to satisfaction or closeness, and c) to see if people's personalities play a role in their technology use. It is essential to continue to expand and explore this research. Technology continues to develop and change at an increasingly fast rate. The impact of how we use and interact with this dynamic product can only be fully understood through continued examination and research.
Show less - Date Issued
- 2019
- Identifier
- CFH2000463, ucf:45767
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000463
- Title
- Transparency and Communication Patterns in Human-Robot Teaming.
- Creator
-
Lakhmani, Shan, Barber, Daniel, Jentsch, Florian, Reinerman, Lauren, Guznov, Svyatoslav, University of Central Florida
- Abstract / Description
-
In anticipation of the complex, dynamic battlefields of the future, military operations are increasingly demanding robots with increased autonomous capabilities to support soldiers. Effective communication is necessary to establish a common ground on which human-robot teamwork can be established across the continuum of military operations. However, the types and format of communication for mixed-initiative collaboration is still not fully understood. This study explores two approaches to...
Show moreIn anticipation of the complex, dynamic battlefields of the future, military operations are increasingly demanding robots with increased autonomous capabilities to support soldiers. Effective communication is necessary to establish a common ground on which human-robot teamwork can be established across the continuum of military operations. However, the types and format of communication for mixed-initiative collaboration is still not fully understood. This study explores two approaches to communication in human-robot interaction, transparency and communication pattern, and examines how manipulating these elements with a robot teammate affects its human counterpart in a collaborative exercise. Participants were coupled with a computer-simulated robot to perform a cordon-and-search-like task. A human-robot interface provided different transparency types(-)about the robot's decision making process alone, or about the robot's decision making process and its prediction of the human teammate's decision making process(-)and different communication patterns(-)either conveying information to the participant or both conveying information to and soliciting information from the participant. This experiment revealed that participants found robots that both conveyed and solicited information to be more animate, likeable, and intelligent than their less interactive counterparts, but working with those robots led to more misses in a target classification task. Furthermore, the act of responding to the robot led to a reduction in the number of correct identifications made, but only when the robot was solely providing information about its own decision making process. Findings from this effort inform the design of next-generation visual displays supporting human-robot teaming.
Show less - Date Issued
- 2019
- Identifier
- CFE0007481, ucf:52674
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007481
- Title
- Odorants, memory, and presence in warfighters: Do the scents of war matter?.
- Creator
-
Munyan, Benson, Neer, Sandra, Beidel, Deborah, Jentsch, Florian, Joseph, Dana, University of Central Florida
- Abstract / Description
-
Background: Exposure therapy (EXP) is a first-line intervention for combat-related PTSD. EXP works by repeatedly exposing the patient to the feared stimuli, situation, or physical sensations in the absence of actual danger until the stimuli no longer evoke maladaptive responses. Over the past decade, multiple technologies have been introduced to augment the EXP process by presenting multi-sensory cues (e.g., sights, smells, sounds) to increase patients' sense of presence. Exploratory research...
Show moreBackground: Exposure therapy (EXP) is a first-line intervention for combat-related PTSD. EXP works by repeatedly exposing the patient to the feared stimuli, situation, or physical sensations in the absence of actual danger until the stimuli no longer evoke maladaptive responses. Over the past decade, multiple technologies have been introduced to augment the EXP process by presenting multi-sensory cues (e.g., sights, smells, sounds) to increase patients' sense of presence. Exploratory research has only broadly examined the effect of odorants on the patient's sense of presence during simulated exposure tasks. This study hypothesized that those with autobiographical memories similar to the virtual environment (VE) and those who received odorants would report experiencing more presence than experimental controls. Methods: 61 veterans and civilian subjects were randomized and asked to participate in a virtual environment simulating a routine OIF/OEF/OND convoy. The effects of odorants and autobiographical memory on presence were assessed via electrodermal activity, respiration, heart rate variability, and self-report measures. Results: Odorants did not significantly influence presence. A relationship between military experience and presence, HRV, and realism was observed. Conclusion: Odorants did not have a statistically significant effect on presence while engaged in a simulated exposure task, which was inconsistent with previous research. The rationale for these findings and recommendations for future research are made.
Show less - Date Issued
- 2018
- Identifier
- CFE0007060, ucf:51999
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007060
- Title
- Getting the Upper Hand: Natural Gesture Interfaces Improve Instructional Efficiency on a Conceptual Computer Lesson.
- Creator
-
Bailey, Shannon, Sims, Valerie, Jentsch, Florian, Bowers, Clint, Johnson, Cheryl, University of Central Florida
- Abstract / Description
-
As gesture-based interactions with computer interfaces become more technologically feasible for educational and training systems, it is important to consider what interactions are best for the learner. Computer interactions should not interfere with learning nor increase the mental effort of completing the lesson. The purpose of the current set of studies was to determine whether natural gesture-based interactions, or instruction of those gestures, help the learner in a computer lesson by...
Show moreAs gesture-based interactions with computer interfaces become more technologically feasible for educational and training systems, it is important to consider what interactions are best for the learner. Computer interactions should not interfere with learning nor increase the mental effort of completing the lesson. The purpose of the current set of studies was to determine whether natural gesture-based interactions, or instruction of those gestures, help the learner in a computer lesson by increasing learning and reducing mental effort. First, two studies were conducted to determine what gestures were considered natural by participants. Then, those gestures were implemented in an experiment to compare type of gesture and type of gesture instruction on learning conceptual information from a computer lesson. The goal of these studies was to determine the instructional efficiency (-) that is, the extent of learning taking into account the amount of mental effort (-) of implementing gesture-based interactions in a conceptual computer lesson. To test whether the type of gesture interaction affects conceptual learning in a computer lesson, the gesture-based interactions were either naturally- or arbitrarily-mapped to the learning material on the fundamentals of optics. The optics lesson presented conceptual information about reflection and refraction, and participants used the gesture-based interactions during the lesson to manipulate on-screen lenses and mirrors in a beam of light. The beam of light refracted/reflected at the angle corresponding with type of lens/mirror. The natural gesture-based interactions were those that mimicked the physical movement used to manipulate the lenses and mirrors in the optics lesson, while the arbitrary gestures were those that did not match the movement of the lens or mirror being manipulated. The natural gestures implemented in the computer lesson were determined from Study 1, in which participants performed gestures they considered natural for a set of actions, and rated in Study 2 as most closely resembling the physical interaction they represent. The arbitrary gestures were rated by participants as most arbitrary for each computer action in Study 2. To test whether the effect of novel gesture-based interactions depends on how they are taught, the way the gestures were instructed was varied in the main experiment by using either video- or text-based tutorials. Results of the experiment support that natural gesture-based interactions were better for learning than arbitrary gestures, and instruction of the gestures largely did not affect learning and amount of mental effort felt during the task. To further investigate the factors affecting instructional efficiency in using gesture-based interactions for a computer lesson, individual differences of the learner were taken into account. Results indicated that the instructional efficiency of the gestures and their instruction depended on an individual's spatial ability, such that arbitrary gesture interactions taught with a text-based tutorial were particularly inefficient for those with lower spatial ability. These findings are explained in the context of Embodied Cognition and Cognitive Load Theory, and guidelines are provided for instructional design of computer lessons using natural user interfaces. The theoretical frameworks of Embodied Cognition and Cognitive Load Theory were used to explain why gesture-based interactions and their instructions impacted the instructional efficiency of these factors in a computer lesson. Gesture-based interactions that are natural (i.e., mimic the physical interaction by corresponding to the learning material) were more instructionally efficient than arbitrary gestures because natural gestures may help schema development of conceptual information through physical enactment of the learning material. Furthermore, natural gestures resulted in lower cognitive load than arbitrary gestures, because arbitrary gestures that do not match the learning material may increase the working memory processing not associated with the learning material during the lesson. Additionally, the way in which the gesture-based interactions were taught was varied by either instructing the gestures with video- or text-based tutorials, and it was hypothesized that video-based tutorials would be a better way to instruct gesture-based interactions because the videos may help the learner to visualize the interactions and create a more easily recalled sensorimotor representation for the gestures; however, this hypothesis was not supported and there was not strong evidence that video-based tutorials were more instructionally efficient than text-based instructions. The results of the current set of studies can be applied to educational and training systems that incorporate a gesture-based interface. The finding that more natural gestures are better for learning efficiency, cognitive load, and a variety of usability factors should encourage instructional designers and researchers to keep the user in mind when developing gesture-based interactions.
Show less - Date Issued
- 2017
- Identifier
- CFE0007278, ucf:52192
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007278
- Title
- Learning Opportunities and Challenges of Sensor-enabled Intelligent Tutoring Systems on Mobile Platforms: Benchmarking the Reliability of Mobile Sensors to Track Human Physiological Signals and Behaviors to Enhance Tablet-Based Intelligent Tutoring Systems.
- Creator
-
Vazquez, Luis, Proctor, Michael, Jentsch, Florian, Gonzalez, Avelino, Sottilare, Robert, University of Central Florida
- Abstract / Description
-
Desktop-based intelligent tutoring systems have existed for many decades, but the advancement of mobile computing technologies has sparked interest in developing mobile intelligent tutoring systems (mITS). Personalized mITS are applicable to not only stand-alone and client-server systems but also cloud systems possibly leveraging big data. Device-based sensors enable even greater personalization through capture of physiological signals during periods of student study. However, personalizing...
Show moreDesktop-based intelligent tutoring systems have existed for many decades, but the advancement of mobile computing technologies has sparked interest in developing mobile intelligent tutoring systems (mITS). Personalized mITS are applicable to not only stand-alone and client-server systems but also cloud systems possibly leveraging big data. Device-based sensors enable even greater personalization through capture of physiological signals during periods of student study. However, personalizing mITS to individual students faces challenges. The Achilles heel of personalization is the feasibility and reliability of these sensors to accurately capture physiological signals and behavior measures.This research reviews feasibility and benchmarks reliability of basic mobile platform sensors in various student postures. The research software and methodology are generalizable to a range of platforms and sensors. Incorporating the tile-based puzzle game 2048 as a substitute for a knowledge domain also enables a broad spectrum of test populations. Baseline sensors include the on-board camera to detect eyes/faces and the Bluetooth Empatica E4 wristband to capture heart rate, electrodermal activity (EDA), and skin temperature. The test population involved 100 collegiate students randomly assigned to one of three different ergonomic positions in a classroom: sitting at a table, standing at a counter, or reclining on a sofa. Well received by the students, EDA proved to be more reliable than heart rate or face detection in the three different ergonomic positions. Additional insights are provided on advancing learning personalization through future sensor feasibility and reliability studies.
Show less - Date Issued
- 2018
- Identifier
- CFE0007260, ucf:52177
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007260
