Enhancing Universal Access – EEG Based Learnability Assessment

Stickel, Christian; Fink, Josef; Holzinger, Andreas

doi:10.1007/978-3-540-73283-9_88

Cited by 29 publications

(13 citation statements)

References 13 publications

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“…Additionally, Stickel, Fink, and Holzinger's (2007) study proposed that the learnability of the software used can also be assessed by analyzing the rise and fall of specific frequency bands in EEG recordings. Their study confirmed that the users' emotions, registered on the EEG, can be applied as a baseline for detecting possible usability difficulties and employed in the development of a biological rapid-usability method for accessibility assessment.…”

Section: Research Instrumentsmentioning

confidence: 99%

Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts

Chen

Lin

2014

Interactive Learning Environments

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Despite the popularity of mobile reading devices, many studies have indicated that small screens restrict information transmission, adversely affecting reading performance on mobile devices. Moreover, mobile reading typically occurs in different reading contexts. Therefore, suitable text display type for mobile reading in different reading contexts should be considered, such that learners can effectively read content. This work selected the frequently used static and dynamic text display types (i.e. Paging and Auto-scrolling) and assessed their effects on mobile reading performance. Furthermore, the features of static and dynamic text display types were considered when designing a mixed text display type for mobile reading. Based on brainwave detector, reading-comprehension test sheet, and cognitive-load scale, this work designed a mobile reading experiment with a two-factor experimental design to assess the effects of the selected static, dynamic, and designed text display types, which were respectively presented in sitting, standing, and walking contexts, on reading comprehension, sustained attention, and cognitive load of learners. Experimental results show that sitting obtained the highest sustained attention and the mixed text garnered lowest sustained attention. Moreover, although analytical results show that no significant difference existed in overall reading comprehension with each text type presented with the mobile reading contexts, reading comprehension (i.e. memory, comprehension, and application types) was significantly affected by the reading context, and to some degree, the text display type. This work also found that the text display type is a major factor affecting learners' cognitive load; however, learners' cognitive load is not be affected by the considered reading contexts. Among the three text display types, the mixed type generates the highest cognitive load, followed by the dynamic type, and then the static type. In conclusion, the three reading contexts with the three text display types have both advantages and disadvantages for reading comprehension, sustained attention, and cognitive load. As a result, text display type for mobile reading on small screens should be adjusted according to reading context or to improve reading comprehension, attention, or cognitive load.

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Section: Research Instrumentsmentioning

confidence: 99%

Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts

Chen

Lin

2014

Interactive Learning Environments

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“…Such multimodal Human-Computer Interaction (HCI) systems address more than one modality (e.g., speech, gesture, handwriting, etc) and can be considered to correspond to and support human senses: cameras (sight), haptic sensors (touch), microphones (hearing), olfactory (smell), and, in future, taste [21]. Many other computer input devices activated by humans, however, can be considered to correspond to a combination of human senses, or to none at all: keyboards, mice, writing tablets, motion input (e.g., the device itself is moved for interaction), blood pressure, galvanic skin response, and other biometric sensors [41]. An example of limited interfaces is that the complexity of group interaction often hinders the performance of a whole team.…”

Section: Input and Outputmentioning

confidence: 99%

Towards life long learning: three models for ubiquitous applications

Holzinger¹,

Nischelwitzer²,

Friedl³

et al. 2008

Wireless Communications

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SummaryIn this paper, we present three experimental proof-of-concepts: First, we demonstrate a Ubiquitous Computing Framework (UCF), which is a network of interacting technologies that support humans ubiquitously. We then present practical work based on this UCF framework: TalkingPoints, which was originally developed for use at trading fairs in order to identify each participant and company via transponder and provide specific information during and after use. Finally, we propose GARFID, a concept for using advanced technologies for teaching young children. The main outcome of this research is that the concept of UCF raises a lot of possibilities, which can bring value and benefits for end-users. When one follows the Working-is-Learning paradigm, it can be seen that the implementation of this type of technology can support Life Long Learning, thereby providing evidence that technology can benefit everybody and make life easier.

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“…With the aim to complement, as well as supplement, subjective self-reported data, there is an increasing trend towards employing physiological measures for assessing UX in games [42], such as eye-tracking; galvanic skin response; electrocardiography; electromyography of the face and heart rate [47], [48].…”

Section: Extensibility Of Existing Uemsmentioning

confidence: 99%

Challenges in the Development and Evaluation of Immersive Digital Educational Games

Law

Kickmeier-Rust

Albert

et al. 2008

Lecture Notes in Computer Science

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Abstract. In this paper, we describe a conceptual framework and address the related issues and solutions in the identification of three major challenges for the development and evaluation of Immersive Digital Educational Games (IDEGs). These challenges are (i) advancing adaptive educational technologies to shape learning experience, ensuring the individualization of learning experiences, adaptation to personal aims, needs, abilities and prerequisites; (ii) providing technological approaches to reduce the development costs for IDEGs; by enabling the creation of entirely different stories and games for a variety of different learning domains, each based, more or less, on the same pool of story units; patterns and structures; (iii) developing robust evaluation methodologies for IDEGs by the extension of ISO 9241 to include user satisfaction, motivation and learning progress and other User Experience (UX) attributes. While our research and development is by no means concluded, we believe that we have arrived at a stage where conclusions may be drawn, which will be of considerable use to other researchers in this domain.

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Enhancing Universal Access – EEG Based Learnability Assessment

Cited by 29 publications

References 13 publications

Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts

Effects of different text display types on reading comprehension, sustained attention and cognitive load in mobile reading contexts

Towards life long learning: three models for ubiquitous applications

Challenges in the Development and Evaluation of Immersive Digital Educational Games

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