Current Search: distraction (x)
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- Title
- Analyzing action game players' performance during distracted driving.
- Creator
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Rupp, Michael, Smither, Janan, Mouloua, Mustapha, Mcconnell, Daniel, Kincaid, John, University of Central Florida
- Abstract / Description
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Driving is a complex task that is highly reliant on attention. Research states that distrac-tions cause performance errors thus it is important to find ways to reduce driver distraction or assist drivers with ways to improve their cognitive resources if distraction is unavoidable. Moreover, research indicates that action video game players outperform non-players on lab-based tests of visual and cognitive abilities. However, research also exists that is contrary to these find-ings. Some...
Show moreDriving is a complex task that is highly reliant on attention. Research states that distrac-tions cause performance errors thus it is important to find ways to reduce driver distraction or assist drivers with ways to improve their cognitive resources if distraction is unavoidable. Moreover, research indicates that action video game players outperform non-players on lab-based tests of visual and cognitive abilities. However, research also exists that is contrary to these find-ings. Some researchers suggest that methodological deficiencies could be the cause of the significant findings in the literature. With such fervor of debate on the subject, the question re-mains of whether players acquire skills through playing action video games and if so can these games be used as research or training tools to enhance performance on realistic tasks. To answer this question, 45 male participants were tested using psychometric measures of spatial ability (Spatial orientation and visualization) and failures of attention (Cognitive Failures Question-naire), and then all participants drove four 10-minute drives in a driving simulator. The first drive was a practice, followed by a control drive. Participants were then distracted using a hands free phone conversation. Following that, participants completed a final control drive. Both overall video game experience and action video game experience was positively related to higher spatial ability scores. Additionally, participants with higher action game experience exhibited fewer lane deviations during driving overall, but not during the distraction condition. On the other hand, participants with higher spatial ability scores exhibited fewer lane deviations during the distraction condition, but not during the control drives. Furthermore, action video game ex-perience was not significant on the Cognitive Failures Questionnaire. Therefore, it was conclud-ed that individuals who have higher action game experience do not show improvements on any abilities of attention tested in this study. However, higher experience action video game players may perform better in simulated environments than those with less experience.
Show less - Date Issued
- 2012
- Identifier
- CFE0004434, ucf:49360
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004434
- Title
- CELL PHONE DISTRACTION: ANALYSIS OF MOTOR RESPONSE IN A SIMULATED DRIVING ENVIRONMENT.
- Creator
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Ravishankar, Anusha, Kincaid, Dr.J.Peter, University of Central Florida
- Abstract / Description
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Does the use of a cell phone while driving influence the driver's ability to execute a proper turn?Is there difference between genders pertaining to motor skill while driving in a simulated driving environment? To find the answers to these questions, three groups of ten participants (5 women and 5 men)each were tested using a scripted test scenario focusing on left and right turns. The participantswere made to drive through a test scenario to get used to the driving simulator. The scenario...
Show moreDoes the use of a cell phone while driving influence the driver's ability to execute a proper turn?Is there difference between genders pertaining to motor skill while driving in a simulated driving environment? To find the answers to these questions, three groups of ten participants (5 women and 5 men)each were tested using a scripted test scenario focusing on left and right turns. The participantswere made to drive through a test scenario to get used to the driving simulator. The scenario for the experimental group was an inner-city training scenario with the presence of vehicular trafficand the main focus area was on six critical turns (3 left and 3 rights). The apparatus used for this study was the "Patrol Simulator" built by GE Driver Development. A 2 (Gender) x 3 (Cell phone condition) between subjects design was used to assess the differences in mean driving performance between gender (male and female) at 3 cell phone conditions (No Phone, Phone No Conversation, Phone with Conversation). The study verified that cell phone use while driving would adversely affects a driver's ability to perform turns, and showed that gender plays a role in this effect. However, it did confirm that gender does not play any role in a person's overall ability to drive.
Show less - Date Issued
- 2004
- Identifier
- CFE0000084, ucf:46149
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000084
- Title
- TEMPORARY BARRIERS REDUCE RUBBERNECKING AND EXTERNAL DISTRACTION ON ROADWAYS.
- Creator
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Colon, Nicholas, Mouloua, Mustapha, University of Central Florida
- Abstract / Description
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The purpose of the current study was to empirically examine the effects of accident scenes on eye movement as well as driving behavior. Fifty-four participants drove in a driving simulator wearing a head-mounted eye-tracker in three experimental drives, one of which had an accident scene. The participants were put into one of three different conditions (no barrier, partial barrier, or full barrier). The results showed significant main effects of distraction (accident vs. no accident) on dwell...
Show moreThe purpose of the current study was to empirically examine the effects of accident scenes on eye movement as well as driving behavior. Fifty-four participants drove in a driving simulator wearing a head-mounted eye-tracker in three experimental drives, one of which had an accident scene. The participants were put into one of three different conditions (no barrier, partial barrier, or full barrier). The results showed significant main effects of distraction (accident vs. no accident) on dwell frequency and duration, average speed, and root mean square error of the steering wheel angle during the drive with the accident scenes. In addition, the results also showed significant interaction effects between distraction and type of barrier (no, partial, or full) on dwell frequency and duration. The full barrier condition had the biggest effect on decreasing dwell duration and frequency. The findings support the Salience Effort Expectancy Value (SEEV) model of attention and previous research stating objects high in salience attract attention (Wickens & Horrey, 2008; Itti & Koch, 2000). These findings also support previous research by Mayer, Caird, Milloy, Percival, & Ohlhauser (2010) stating that drivers drive in the safest manner (lowest passing speed) when an emergency vehicles are present with the emergency lights on. Temporary barriers could be used to help decrease the effects of rubbernecking on highways when an accident scene is present (Masinick & Teng, 2004; Potts, Harwood, Hutton, & Kinzel, 2010)
Show less - Date Issued
- 2013
- Identifier
- CFH0004331, ucf:45059
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004331
- Title
- Oculomotor Mechanisms Underlying Attentional Costs In Distracted Visual Search.
- Creator
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Lewis, Joanna, Neider, Mark, Szalma, James, Schmidt, Joseph, Joseph, Dana, University of Central Florida
- Abstract / Description
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Performance consequences have been long established when humans multitask. This research concerns the impact of distraction on the attentional shifts during a task that underlies many cognitive processes and everyday tasks, searching for a target item among non-target items (e.g., scanning the road for potential collisions). There is evidence that increasing the mental workload by introducing additional tasks influences our ability to search our environment or interferes with processing...
Show morePerformance consequences have been long established when humans multitask. This research concerns the impact of distraction on the attentional shifts during a task that underlies many cognitive processes and everyday tasks, searching for a target item among non-target items (e.g., scanning the road for potential collisions). There is evidence that increasing the mental workload by introducing additional tasks influences our ability to search our environment or interferes with processing fixated information. In the current studies, I aimed to evaluate the changes in gaze behaviors during visual search to evaluate how multitasking impairs our attentional processes. Participants completed a visual search task (search for a target T among distractor L's) while wearing a heads-up display (Google Glass) which displays an unrelated word during the dual task condition, while the control condition required participants to complete the search task without distraction. The changes in oculomotor behavior were observed in four experiments: (1) evaluating general oculomotor behavior during distraction, (2) masking the display onset of the secondary information during an eye movement to reduce the possibility of distraction from the word appearing, (3) removing any occlusion of stimuli from the heads-up display by having no visual overlap of the two tasks, and (4) evaluating whether oculomotor behaviors were similar to previous results when the nature of the distracting task changes in sensory modality. Participants typically took longer to respond when distracted, except for when the word onset was masked and the word was present auditorily. Oculomotor results indicated an increase in fixation durations (occasionally for the initial saccade latency as well) and a reduction of target fixations when participants were distracted by secondary information. These results suggest that secondary visual information can impact how humans search their environment in a fashion which increases their time to respond and impacts selective visual processing.
Show less - Date Issued
- 2018
- Identifier
- CFE0007039, ucf:51993
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007039
- Title
- THE RELATIONSHIP BETWEEN NUMBER OF TOYS, INFANT DISTRACTIBILITY, AND MOTHERS' TEACHING UTTERANCES.
- Creator
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Nguyen, Lap, Culp, PhD, Anne, University of Central Florida
- Abstract / Description
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The purpose of this study is to investigate the relationship among the number of toys in an infant's play environment, infant's distractibility, and how often a mother teaches her infant during a play session. This study takes samples from videotapes of 12-month old children playing with their mothers during a 5 minute free-play situation. Twenty-two mother and infant pairs were selected for this study based on their previous participation in a language study. The measures used in this study...
Show moreThe purpose of this study is to investigate the relationship among the number of toys in an infant's play environment, infant's distractibility, and how often a mother teaches her infant during a play session. This study takes samples from videotapes of 12-month old children playing with their mothers during a 5 minute free-play situation. Twenty-two mother and infant pairs were selected for this study based on their previous participation in a language study. The measures used in this study were: (1) the number of maternal teaching utterances to her infant; (2) the total number of utterances that mother used during the play session with the child; (3) the number of toys that were visible in the room; (4) the factors that distracted the infant during the play session; and (5) the type of toy the infant choses to engage with.
Show less - Date Issued
- 2011
- Identifier
- CFE0004032, ucf:49169
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004032
- Title
- BELIEFS OF GRADUATE STUDENTS ABOUT UNSTRUCTURED COMPUTER USE IN FACE-TO-FACE CLASSES WITH INTERNET ACCESS AND ITS INFLUENCE ON STUDENT RECALL.
- Creator
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Johnson, Gregory, Gunter, Glenda, University of Central Florida
- Abstract / Description
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The use of computers equipped with Internet access by students during face-to-face (F2F) class sessions is perceived as academically beneficial by a growing number of students and faculty members in universities across the United States. Nevertheless, some researchers suggest unstructured computer use detached from the immediate class content may negatively influence student participation, increase distraction levels, minimize recall of recently presented information, and decrease student...
Show moreThe use of computers equipped with Internet access by students during face-to-face (F2F) class sessions is perceived as academically beneficial by a growing number of students and faculty members in universities across the United States. Nevertheless, some researchers suggest unstructured computer use detached from the immediate class content may negatively influence student participation, increase distraction levels, minimize recall of recently presented information, and decrease student engagement. This study investigates graduate students' beliefs about computer use with Internet access during graduate face-to-face lecture classes in which computer use is neither mandated nor integrated in the class and the effect of such use on student recall. Methods include a 44-item questionnaire to investigate graduate students' beliefs about computers and two experiments to investigate the influence of computer use during a lecture on students' memory recall. One experimental group (open laptop) used computers during a lecture while the other (closed laptop) did not. Both groups were given the same memory recall test after the lectures, and the resulting scores were analyzed. Two weeks later, a second phase of the experiment was implemented in which laptop groups were reversed. Results from the first experiment indicated no statistically significant difference in recall scores between the open laptop group (M = 54.90, SD = 19.65) and the closed laptop group (M = 42.86, SD = 16.68); t (29) = -1.82, p = .08 (two tailed). Conversely, the second experiment revealed statistically significant differences in scores between the open laptop (M = 39.67, SD = 15.97) and the closed laptop group (M = 59.29, SD = 26.88); t (20.89) = 2.37, p = .03 (two tailed). The magnitude of the difference in mean scores (mean difference = 19.62, 95% CI: 2.39 to 36.85) was large (eta squared = 0.17). Multiple regression analysis suggests two factors accounted for 10% of the variance in recall scores: (1) students' beliefs about distractions from computer use, and (2) beliefs about the influence of computer use on memory recall. Based on survey findings, participants (N=116) viewed computers and Internet access in graduate classes as helpful academic tools, but distractions from computer use were major sources of concern for students who used computers in graduate classes and those who did not. Additionally, participants believed academic productivity would increase if instructors integrated computer use appropriately in the curricula. Results of the survey and experiments suggest unstructured computer use with Internet access in the graduate classroom is strongly correlated with increased student distractions and decreased memory recall. Thus, restricting unstructured computer use is likely to increase existing memory recall levels, and increasing unstructured computer use is likely to reduce memory recall. Recommendations include changes in the way students use computers, pedagogical shifts, computer integration strategies, modified seating arrangements, increased accountability, and improved interaction between instructors and students.
Show less - Date Issued
- 2009
- Identifier
- CFE0002950, ucf:47966
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002950
- Title
- Working Memory Capacity and Executive Attention as Predictors of Distracted Driving.
- Creator
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Louie, Jennifer, Mouloua, Mustapha, Szalma, James, Smither, Janan, Matthews, Gerald, University of Central Florida
- Abstract / Description
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The present study empirically examined the effects of working memory capacity (WMC) and executive attention on distracted driving. Study 1 examined whether a Grocery List Task (GLT) distractor would load onto WMC. Forty-three participants completed a series of WMC tasks followed by the GLT. They then completed two driving trials: driving without the GLT and driving while completing the GLT. It was hypothesized that WMC would positively correlate with GLT performance. A bivariate correlation...
Show moreThe present study empirically examined the effects of working memory capacity (WMC) and executive attention on distracted driving. Study 1 examined whether a Grocery List Task (GLT) distractor would load onto WMC. Forty-three participants completed a series of WMC tasks followed by the GLT. They then completed two driving trials: driving without the GLT and driving while completing the GLT. It was hypothesized that WMC would positively correlate with GLT performance. A bivariate correlation indicated that WMC was positively associated with performance on the GLT. Study 2 tested a series of distractor tasks (GLT, Tone Monitoring, and Stop Signal) to examine whether these three distractor tasks were also related to WMC, and if each of the distractor tasks would result in poor driving performance. Eighty-four participants were randomly assigned to the distractor conditions. Results indicated that GLT was related to WMC, but Tone Monitoring was not related to WMC. Also, engaging in each of the three distractor tasks led to significantly poorer driving performance. Study 3 evaluated whether rainy or clear weather conditions would affect the relationship between WMC and distracted driving using the same three distractor tasks (GLT, Tone Monitoring, and Stop Signal) as used in Study 2. Ninety-six participants were randomly assigned to the distractor conditions. Results showed that engaging in GLT while driving led to slower braking response times compared to not engaging in GLT driving while driving. Furthermore, WMC moderated the degree to which distraction impaired performance. The present findings clearly indicate that all three distractor tasks had a deleterious effect on driving performance. Furthermore, this effect of distraction on driving depends on many factors, including the type of distraction, the driving performance measure, and the individual's cognitive capabilities. Both theoretical and practical implications are discussed and directions for future research are presented.
Show less - Date Issued
- 2018
- Identifier
- CFE0007042, ucf:51981
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007042
- Title
- Driving performance adaptation through practice with and without distracters in a simulated environment.
- Creator
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Gentzler, Marc, Smither, Janan, Neider, Mark, Rinalducci, Edward, Mcconnell, Daniel, Ray, Roger, University of Central Florida
- Abstract / Description
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A preponderance of research points to the detrimental effects of distraction on driving performance. An interesting question is whether practice can improve distracted driving. The results from the few longitudinal simulator-based research studies conducted on driving distraction have been inconclusive. This may be because practice effects could be confounded with participants adapting to driving in the simulator. Therefore, participants in the current studies were trained until performance...
Show moreA preponderance of research points to the detrimental effects of distraction on driving performance. An interesting question is whether practice can improve distracted driving. The results from the few longitudinal simulator-based research studies conducted on driving distraction have been inconclusive. This may be because practice effects could be confounded with participants adapting to driving in the simulator. Therefore, participants in the current studies were trained until performance reached a steady state prior to introducing the distracters.In this dissertation, two single-subject design studies were used to investigate the effects of training on distracted driving. The first study included two participants who experienced several different types of distracters. In the second study distracters were introduced before and after the training phase. The two distracters selected for Study 2 included conversing on a handheld phone and texting on a touchscreen phone continuously while driving in a city scenario. Previous research has not compared texting to phone, has had relatively littleexamination of texting and driving alone, and has primarily focused on hands-free phones and on highway settings. Participants drove on a city route which they had previously memorized to add realism to the driving task. Measures collected included speed maintenance, lane deviations/position errors, stop errors, and turn errors in both studies. In Study 2, subjective workload and reaction time were also collected.Findings indicated that training improved performance substantially for all participants in both studies compared to the initial baseline. Participants who experienced six and even nine sessions of the initial baseline did not necessarily improve more than those who only had three sessions. Performance for some participants did not improve in the initial baseline. The lower error levels in training remained fairly stable in subsequent baselines showing that actual learning did occur. Texting had higher error levels than phone both pre and post-training. There were no practice effects noticed for the distracters post-training for any of the participants, and in fact errors increased across sessions for phone and especially texting in Study 2. Training helped improve performance during the phone distraction more so than texting overall, although this varied for different dependent measures. Although errors were reduced after training in the distracter phases, the data actually showed that the performance difference between the baselines and the distracters pre-training was smaller than the differences post-training. Based on these findings, it is recommended that researchers conducting driving simulation research systematically train their participants on driving the simulator before they begin data collection.
Show less - Date Issued
- 2014
- Identifier
- CFE0005169, ucf:50658
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005169
- Title
- Effects of Signal Probability on Multitasking-Based Distraction in Driving, Cyberattack (&) Battlefield Simulation.
- Creator
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Sawyer, Benjamin, Karwowski, Waldemar, Hancock, Peter, Xanthopoulos, Petros, University of Central Florida
- Abstract / Description
-
Multitasking-based failures of perception and action are the focus of much research in driving, where they are attributed to distraction. Similar failures occur in contexts where the construct of distraction is little used. Such narrow application was attributed to methodology which cannot precisely account for experimental variables in time and space, limiting distraction's conceptual portability to other contexts. An approach based upon vigilance methodology was forwarded as a solution, and...
Show moreMultitasking-based failures of perception and action are the focus of much research in driving, where they are attributed to distraction. Similar failures occur in contexts where the construct of distraction is little used. Such narrow application was attributed to methodology which cannot precisely account for experimental variables in time and space, limiting distraction's conceptual portability to other contexts. An approach based upon vigilance methodology was forwarded as a solution, and highlighted a fundamental human performance question: Would increasing the signal probability (SP) of a secondary task increase associated performance, as is seen in the prevalence effect associated with vigilance tasks? Would it reduce associated performance, as is seen in driving distraction tasks? A series of experiments weighed these competing assumptions. In the first, a psychophysical task, analysis of accuracy and response data revealed an interaction between the number of concurrent tasks and SP of presented targets. The question was further tested in the applied contexts of driving, cyberattack and battlefield target decision-making. In line with previous prevalence effect inquiry, presentation of stimuli at higher SP led to higher accuracy. In line with existing distraction work, performance of higher numbers of concurrent tasks tended to elicit slower response times. In all experiments raising either number of concurrent tasks or SP of targets resulted in greater subjective workload, as measured by the NASA TLX, even when accompanied by improved accuracy. It would seem that (")distraction(") in previous experiments has been an aggregate effect including both delayed response time and prevalence-based accuracy effects. These findings support the view that superior experimental control of SP reveals nomothetic patterns of performance that allow better understanding and wider application of the distraction construct both within and in diverse contexts beyond driving.
Show less - Date Issued
- 2015
- Identifier
- CFE0006388, ucf:51522
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006388