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Modeling and Adapting to Cognitive Load
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Modeling and Adapting to Cognitive Load

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A summary of three papers on assessing users' cognitive load and adapting interfaces to it, used as a starting point for class discussion. ...

A summary of three papers on assessing users' cognitive load and adapting interfaces to it, used as a starting point for class discussion.

Presented on Nov. 20, 2007 for CPSC 532B (http://www.cs.ubc.ca/~conati/532b-2007/532-description.html)

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  • 1. Modeling and Adapting to Cognitive Load Lucas Rizoli 2007-11-20 CPSC 532C
  • 2.
    • M ü ller et al. , 2001
    • Recognizing Time Pressure and Cognitive Load on the Basis of Speech
    • Schultheis & Jameson, 2004
    • Assessing Cognitive Load in Adaptive Hypermedia Systems
    • Iqbal et al. , 2005
    • Towards an Index of Opportunity
  • 3. Assessing cognitive load
    • Analytic
    • General, not case-specific
    • Performance
    • From behaviour
    • Psychophsiological
    • Body states
    • Subjective
    • Self-report
  • 4. Assessing cognitive load
    • Analytic
    • General, not case-specific
    • Performance
    • From behaviour
    • Psychophsiological
    • Body states
    • Subjective
    • Self-report
    task model reading speed , speech brain activity , pupil size difficulty rating
  • 5. Müller et al. , 2001
    • Relate load to utterances
    • Questions asked to helper application
    • Task and time pressures
    • Subjects navigate virtual room
    • Told to hurry or take time
    • Use utterances to diagnose pressures
  • 6.  
  • 7. “ I’m thirsty. Is there—can I get a beer on the flight?”
  • 8. Utterance symptoms
    • Disfluencies
    • Self-correction, false start, interruption
    • Content quality
    • Ranked over all subjects (1–32)
    • Average of 4 rank scores
  • 9. Utterance symptoms
    • Articulation rate
    • Syllables per second
    • Number of syllables
    • Silent pauses
    • Filled pauses
  • 10. Hurry Take time
  • 11. Hurry Take time
  • 12. Hurry Take time
  • 13. Hurry Take time
  • 14.  
  • 15. NAVIGATION? TIME PRESSURE?
  • 16. Results
    • Discernable differences under load
    • Utterances change with pressure (s)
    • Differences used to detect load
    • Inferring causes difficult
    • Navigation acts as distractor
    • Effects hard to separate
  • 17. From http://en.wikipedia.org/wiki/Voight-Kampff_machine
  • 18. Iqbal et al. , 2005
    • Measure cognitive load
    • Correlates with pupil size
    • Average % change in pupil size ( APCS )
    • Relate load to tasks
    • Create an index of opportunity
    • Better times to interrupt a user
  • 19.  
  • 20.  
  • 21.  
  • 22.  
  • 23. Results
    • Mental load drops between tasks
    • Drop greater at higher levels
    • Load tied to task model
    • Know the subtasks, boundaries
    • Different tasks, different load
    • Know baseline load , task type
  • 24. Index of Opportunity
  • 25. Index of Opportunity
  • 26. I like this paper Iqbal et al. , 2005
  • 27. I like this paper
    • Clear goals and procedure
    • Controlled experiment
    • Empirical study
    • Decent statistical analysis
    • Practical results
    Iqbal et al. , 2005
  • 28. Schultheis & Jameson, 2004
    • Measure mental load during reading
    • 5 th , 12 th grade text & philosophical text
    • Es war auf Deutsch
    • Measured pupil size and brain activity
    • P300 event-related potential
    • Reaction to novel auditory stimuli
    • Also speed & subjective difficulty
  • 29. Easy Hard Standard Novel
  • 30. Easy Hard Standard Novel
  • 31.  
  • 32.  
  • 33. Results
    • Brain activity changes with difficulty
    • Easy text, bigger reaction to new sound
    • Also reading speed & subjective
    • No significant change in pupil size
    • Poor measure of reading difficulty