The growing need for mental workload (MWL) optimization on the shop floor yields an impressive increase in theoretical and applied references to the concept of mental workload (Young et al. 2014). However, do we really understand and agree upon what mental workload exactly is? Does it include emotional load? Can we rely upon an explanatory framework? The present account first runs a critical concept analysis on mental workload, based on the Walker and Avant (2011) method. Results show that existing definitions and theoretical accounts arbitrarily include and exclude defining variables and describe these variables on various levels of abstraction, misuse pivotal terms such as mediation and moderation, and do not theoretically explicitate the role of yet repeatedly operationalized emotional load variables such as frustration. We therefore clarify the concept by disentangling MWL into its antecedents, defining attributes and consequences. Next, we derive a clearcut conceptual definition and present a generic explanatory frameworkthe latter extended with insights from Cognitive Load Theory (Sweller 1988; 1994). We conclude with a set of suggestions for future research and practice. Next to contributing to the theoretical clarification of this hallmark concept, the concept analysis and derived explanatory framework, as proposed, can foster solid research practices and support practitioners in contextualizing MWL-assessment and in effectively optimizing MWL.
Human operators in the upcoming Industry 4.0 workplace will face accelerating job demands such as elevated cognitive complexity. Unobtrusive objective measures of mental workload (MWL) are therefore in high demand as indicated by both theory and practice. This pilot study explored the wearability and external validity of pupillometry, a MWL measure robustly validated in laboratory settings and now deployable in work settings demanding operator mobility. In an ecologically valid work environment, 21 participants performed two manual assemblies-one of low and one of high complexity-while wearing eye-tracking glasses for pupil size measurement. Results revealed that the device was perceived as fairly wearable in terms of physical and mental comfort. In terms of validity, no significant differences in mean pupil size were found between the assemblies even though subjective mental workload differed significantly. Exploratory analyses on the pupil size when attending to the assembly instructions only, were inconclusive. The present work suggests that current lab-based procedures might not be adequate yet for in-the-field mobile pupillometry. From a broader perspective, these findings also invite a more nuanced view on the current validity of lab-validated physiological MWLmeasures when applied in real-life settings. We therefore conclude with some key insights for future development of mobile pupillometry.
Designing assembly instructions is mostly considered to be a non-designer task. Hence, in many companies, it is performed by production planners or instructional designers. However, analysing product components and looking for clues on how these components can be fitted together into a subassembly or final product is a fundamental part of assembly. Product designers play an important role in the way these components are perceived by the operator. This paper discusses the need and importance of a new approach to product design focused on how the assembly design can promote meaning to the operator, supporting operator cognition. The aim of this approach is to guide assembly operators more intuitively through their increasingly complex tasks. Doing so will allow them to avoid some of the major drawbacks that are present when using procedural instructions. Hence, this approach has the potential to decrease cognitive load and frustration, and increase mental wellbeing, work motivation and efficiency. As a first step towards this new approach, a conceptual framework is constructed, and insights are formulated after reviewing various design theories and concepts of design for meaning on their potential in a context of manual assembly.
Manual assembly in the future Industry 4.0 workplace will put high demands on operators' cognitive processing. The development of mental workload (MWL) measures therefore looms large. Physiological gauges such as electroencephalography (EEG) show promising possibilities, but still lack sufficient reliability when applied in the field. This study presents an alternative measure with a substantial ecological validity. First, we developed a behavioral video coding scheme identifying 11 assembly behaviors potentially revealing MWL being too high. Subsequently, we explored its validity by analyzing videos of 24 participants performing a high and a low complexity assembly. Results showed that five of the behaviors identified, such as freezing and the amount of part rotations, significantly differed in occurrence and/or duration between the two conditions. The study hereby proposes a novel and naturalistic method that could help practitioners to map and redesign critical assembly phases, and researchers to enrich validation of MWLmeasures through measurement triangulation.
Une étude pilote a été menée durant un an avec 8 enfants de 30 à 84 mois ayant reçu le diagnostic d'autisme. Les enfants ont bénéficié de 25 séances individuelles d'imitation réciproque durant l'année scolaire. Le contenu des séances était adapté au niveau d'imitation de chaque enfant, préalablement évalué à l'aide d'un instrument ajoutant l'imitation spontanée et la reconnaissance d'être imité à la classique évaluation de l'imitation induite. Quel que soit le niveau, l'objectif était de conduire doucement l'enfant à alterner les rôles d'imitateur et de modèle, de façon à maîtriser un moyen efficace de communication non verbale, tout en enrichissant le répertoire d'actions. La comparaison des scores avant-après montre une augmentation significative de l'imitation au PEP-R et une augmentation des comportements positifs lors de l'évaluation finale et en famille. Une corrélation significative se dégage lors de l'évaluation après entre les progrès en imitation communicative et l'augmentation des comportements positifs. Les patrons développementaux sont présentés enfant par enfant, étant donné l'hétérogénéité des niveaux de départ, et certains sont abondamment détaillés pour décrire le principe du travail élaboré pas à pas durant les entraînements. MOTS-CLÉ : AUTISME, ENTRAÎNEMENT, IMITATION SYNCHRONE, TOUR DE RÔLE.
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