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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
ITEC810 Project Presentation
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PRESENTATION OUTLINEProject Aim IntroductionLiterature Review of Cognitive
LoadMethodologyResults and DiscussionsMy RecommendationsConclusion and Future Works
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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 assessment of 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)
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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.
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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.
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LITERATURE REVIEW
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.
COGNITIVE LOAD THEORY (CLT)
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COGNITIVE ARCHITECTURE
Perceive Incoming Information
Attend to Information Limited Capacity Limited Duration Separate Processors
Unlimited Capacity Permanently store
knowledge and skills
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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.
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MEASURING COGNITIVE LOAD
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?
A DEMONSTRATION
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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 measuresDirect, subjective measures Indirect, objective measuresDirect, objective measure
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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
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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
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RESULTS & DISCUSSIONAVERAGE REACTION TIME
1 2 3 4 5 6 7 8 9 10 110
5
10
15
20
25
Average Reaction time (in sec)
Average Reaction time (in sec)
1 2 3 4 5 6 7 8 9 10 110
5
10
15
20
25
30
Reaction Time (in sec)
Reaction Time (in sec)
2D
3D
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COMPARISON OF 2D AND 3D TASKREACTION TIME
1 2 3 4 5 6 7 8 9 10 110
5
10
15
20
25
30
Average Reaction time in 2D Task(in sec)
Average Reaction time in 3D Task(in sec)
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HRV & SCL FOR 2D AND 3D TASK
2D
3D
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HRV & SCL FOR 2D AND 3D TASK
Student 1 Student 2 Student 3 Student 40.902
0.903
0.904
0.905
0.906
0.907
0.908
0.909
HRV 2DHRV 3D
Student 1 Student 2 Student 3 Student 40
2
4
6
8
10
12
14
16
18
SCL 2DSCL 3D
HRV
SCL
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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
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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
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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
MY RECOMMENDATIONSBEST POSSIBLE WAYS TO REDUCE CL
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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.
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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
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ANY QUESTIONS?
THANK YU