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Measurement of Cognitive Load in Learning Computer Graphics

ITEC810 Project Presentation. Measurement of Cognitive Load in Learning Computer Graphics. Tayeef Mahmood Student ID: 42299713 Project Supervisor: Dr. Manolya Kavakli Semester 2, 2011 Date: 11/11/2011. Presentation outline. Project Aim Introduction Literature Review of Cognitive Load

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Measurement of Cognitive Load in Learning Computer Graphics

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  1. ITEC810 Project Presentation Measurement of Cognitive Load in Learning Computer Graphics TayeefMahmood Student ID: 42299713 Project Supervisor: Dr. ManolyaKavakli Semester 2, 2011 Date: 11/11/2011

  2. Presentation outline • Project Aim • Introduction • Literature Review of Cognitive Load • Methodology • Results and Discussions • My Recommendations • Conclusion and Future Works

  3. Project aim • To explore how students learn Computer Graphics in order to support their learning process. • Investigate and Analysis of the collected data about student learning protocol. • To evaluate a measurement tool for the assessmentof cognitive load during Computer Graphics (CG) Education. • The main problems faced by the students while learning CG Education. • The best possible ways to reduce the Cognitive Load (CL)

  4. computer graphics education (CGE) • CGE is a new field which is constantly changing. • Lack of Research. • Demanding to contribute the growing needs of the film, games, virtual reality industries. • Involves the study of three important fields: • Mathematics • Programming • Spatial reasoning • Deals with 2D and 3D Computer Graphics.

  5. Cognitive Load (CL) • CL is used in Psychology to explain the load related to the control of working memory • The load of working memory during an instruction. • It is necessary to identify learner’s problem solving skills including perception, memory, language, etc. • CL consists of three main aspects • Mental Load - the interaction between task and subject characteristics • Mental Effort - refers to the cognitive capacity that is actually allocated to accommodate the demands imposed by the task • Performance- is defined in terms of learner’s achievements.

  6. Literature Review Cognitive Load Theory (CLT) • Basic Assumption • Learning happens best under instructional conditions that are aligned with our cognitive architecture • Concerned with • The instructional control of the high cognitive load that is typically associated with the learning of complex cognitive tasks.

  7. Cognitive Architecture • Perceive IncomingInformation • Attend to Information • Limited Capacity • Limited Duration • Separate Processors • Unlimited Capacity • Permanently store knowledge and skills

  8. Three Types Of Cognitive Load • Intrinsic Cognitive Load • Caused by the structure and complexity of the task. • Amount of informational units a learner needs to hold in working memory to get the information • Extraneous Cognitive Load • Forced by the design and method in which information is presented • The extra load beyond the intrinsic cognitive load resulting mainly from poorly designed instruction • Germane Cognitive Load • Considered as good load and the human nature wants to maximize it.

  9. Measuring Cognitive Load A Demonstration • LOW • Suppose yesterday was Sunday. What day of the week is tomorrow? • HIGH • Suppose 6 days after the day before yesterday is Sunday. What day of the week is tomorrow?

  10. Measurement Techniques • Measurement Methods for assessing the CL can be divided as • objectivity (subjective or objective) • causal relation (direct or indirect) • Different measurement methods of CL: • Indirect, subjective measures • Direct, subjective measures • Indirect, objective measures • Direct, objective measure

  11. Heart Rate Variability (HRV) & Skin Conductivity Level (SCL) • HRV • The variation over time of the period between consecutive heartbeats • Is thought to reflect the heart’s ability to adapt to changing circumstances • state of the autonomic nervous system • SCL • Electrical resistance of the skin: generalized measure of autonomic arousal and also a measure of attention • Arousal level: effort and performance well and fast • High arousal: High level of awareness – high performance • Low arousal: Low performance and increased effort

  12. Methodology • Analysis and Compare the 2D and 3D Tasks • Reaction Time • Analysis based on HRV and SCL Results • 2D Tasks • 3D Tasks • Comparative Analysis of • Spatial Test Method • Dual Task Method • Primary Task • Secondary Task • Analysis of Self Rating Questions

  13. Results & DiscussionAverage Reaction Time 2D 3D

  14. Comparison of 2D and 3D TaskReaction Time

  15. HRV & SCL For 2D and 3D Task 2D 3D

  16. HRV & SCL For 2D and 3D Task HRV SCL

  17. Comparison of Spatial Test & Dual Task Method • Spatial Test: • Average Mark: 15 out of 20 • Range between 9 and 18 • Dual Task Method: • Primary task: • 2D task has an average of 72% completion rate • 3D task has an average of 36% completion rate • Secondary task • 2D task • Average of 88% right answers • Longest time taken to submit to change the square color- 60 seconds • 3D task • Average of 94.08% • Longest time taken to submit to change the square color- 110 seconds

  18. My RecommendationsMain Problems Faced By Students • Identifying and classifying sources of high element interactivity in computer programming and developing strategies. • Limited Working Memory Capacity. • Time Limit create more Mental Load • From simple example to a complex problem. • Unnecessary visual elements in the learning interface • Big chunk of information is hard to understand and remember

  19. My RecommendationsBest Possible Ways To Reduce CL • Partitioning of information into small segments and simultaneous presentation of concepts and procedures in demonstrations • Broad practice using partially-completed examples • Gradual withdrawal of supporting information from practice tasks • Decomposition of practice tasks into small steps then gradual integration into a complete skill • Careful integration of text and graphics • Goal- free problem solving • Visual and aural sources for learning

  20. Conclusion • The findings of the analysis: • 3D tasks have high cognitive load than 2D tasks • Skin Conductivity Level is a good technique to measure Cognitive Load. • Time Limit put extra mental load and mental effort • The measurements techniques may fail to determine the actual cognitive load of a student as it is a psychological term. • Mental Effort is an important factor for Cognitive Load. • More research needed in this area to get a clear view.

  21. Future Work • Investigating the use of multimodal instruction in learning complex computer programming concepts • Investigating the identification of students’ prior schematic computing content knowledge • New psychological approaches to cognitive load measurement like subjective time estimation & functional magnetic resonance imaging • To examine the possibility to use the combined mental effort and performance measures in intelligent interactive learning systems

  22. Any Questions? Thank Yu

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