Coping with complex environments: the effects of providing overviews and a transparent interface on learning with a computer simulation

Jong, Ton de; Hoog, Robert de; Vries, Frits de

doi:10.1006/imms.1993.1076

Cited by 18 publications

(9 citation statements)

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“…This result is not as trivial as it may seem. Recent empirical evaluations of help systems show possible harmful effects of support (de Jong, de Hoog, & de Vries, 1993;Kirlik, 1993;Layton et al, 1994;Neerincx & de Greef, 1993). Support may also have unforeseen negative side effects; for example, adding a rule-generation capability to an interface for aircraft identification enhances the number of correct identifications, but in turn increases the time spent for the examination of a single aircraft (Adelman et al, 1993).…”

Section: Interpretation Of Reaultsmentioning

confidence: 97%

Cognitive Support: Extending Human Knowledge and Processing Capacities

Neerincx¹,

Greef²

1998

Human-Comp. Interaction

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The idea of aiding as cognitive support is to offer the user the knowledge he or she is missing. Recently, we developed a design method for aiding that is based on explicit requirements of the human problem solver. This proved to be able to supplement a lack of human knowledge in a statistical analysis task. In this article we extend the aiding concept to time-pressured tasks and we investigate whether aiding can supplement lack of knowledge and capacity under tasks with high mental loading, such as dealing with irregularities in process control. We developed a simulator of the workplace of a railway traffic controller with an aiding function for dealing with irregularities (e.g., a switch getting out of order). Application of the design method proved to be possible for this task. We then conducted an experiment to study effects of the aiding on task performance, mental effort, and learning under low and high task load Mark A. Neerincx is a ps chologist with an interest in the development of B user interfaces that provi e cognitive support; he is a Researcher in the Human-Machine Interface oup of the TNO Human Factors Research Institute in Soesterberg, The Ne t r erlands. H. Paul de Greef is a ps chologist with an interest in cooperative problem solving and agent mo d eling; he is a Researcher in the

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Section: Interpretation Of Reaultsmentioning

confidence: 97%

Cognitive Support: Extending Human Knowledge and Processing Capacities

Neerincx¹,

Greef²

1998

Human-Comp. Interaction

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“…Learners in the adapted feedback condition engaged more in inquiry-based learning strategies compared to learners in the pre-defined feedback condition. Furthermore, adaptation of advice may be needed to avoid undesirable effects such as mathematantic effects or negative friction (Clark, 1990;de Jong, de Hoog, & de Vries, 1992;Vermunt & Verloop, 1999).…”

Section: Open Learning Environments: Change In the Pedagogical Agent'mentioning

confidence: 99%

“…As such, it is studied whether students' metacognitive skills moderate the effect of the advice. Given the research at hand (Clark, 1990;de Jong et al, 1992), it might be that the fixed advice condition provides too little advice to those students with low metacognitive skills and too much to those participants with high metacognitive skills.…”

Section: Open Learning Environments: Change In the Pedagogical Agent'mentioning

confidence: 99%

Open Learning Environments and the Impact of a Pedagogical Agent

Clarebout

Elen

2006

Journal of Educational Computing Research

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Research reveals that in highly structured learning environments pedagogical agents can act as tools to direct students' learning processes by providing content or problem solving guidance. It has not yet been addressed whether pedagogical agents have a similar impact in more open learning environments that aim at fostering students' acquisition of complex problem solving skills. To fill this gap, this study compares two experimental conditions to a control condition. In the first experimental condition, the pedagogical agent's interventions are adapted to students' activities (APA-group). In the second experimental group, the agent interferes on fixed time intervals (NPA-group). Students work on an environmental problem in an open learning environment. It was hypothesized that the two experimental groups would outperform the control group and, additionally, that the APA-group would outperform the NPA-group. Results show that the NPA-group outperforms the control group, and that the APA-group takes a middle position, not differing from either the NPA-group or the control-group. Consequently, the second hypothesis was not confirmed. An agent providing adapted advice did not result in better performance. The discussion provides some possible explanations for these results. / CLAREBOUT AND ELEN

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“…It is also possible to display and adjust the shape of the activation functions. Thus we provide the student with an easy and graphical way to observe and understand the consequences of a parameter modification [32]. For example, in Figure 4 we can see the steepness increase of a sigmoid activation function, which is f ðxÞ ¼ 1=1 þ e ðÀxGÞ , when increasing the value of G from 4 to 8.…”

Section: Neuro-lab Main Featuresmentioning

confidence: 99%

Neuro‐Lab: A highly reusable software‐based environment to teach artificial neural networks

Roselló

Perez-Schofield

Dacosta

et al. 2003

Comp Applic In Engineering

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It is increasingly usual to find notions of artificial neural networks (ANNs) included in the curricula of many engineering studies. In this article, we present Neuro-Lab, a simulation software to teach basic concepts of ANNs to undergraduate students of the Computer Engineering School in the University of Vigo (Spain). Neuro-Lab was designed with the aim of offering a very easy-to-use user interface, support of exploratory learning activities, and also high reusability. This feature allows for an easy extension, integration, and interoperation of the software with other applications. ß

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Coping with complex environments: the effects of providing overviews and a transparent interface on learning with a computer simulation

Cited by 18 publications

References 0 publications

Cognitive Support: Extending Human Knowledge and Processing Capacities

Cognitive Support: Extending Human Knowledge and Processing Capacities

Open Learning Environments and the Impact of a Pedagogical Agent

Neuro‐Lab: A highly reusable software‐based environment to teach artificial neural networks

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