Pupillary response to complex interdependent tasks: A cognitive-load theory perspective

Abstract

Pupil dilation is known to indicate cognitive load. In this study, we looked at the average pupillary responses of a cohort of 29 undergraduate students during graphical problem solving. Three questions were asked, based on the same graphical input. The questions were interdependent and comprised multiple steps. We propose a novel way of analyzing pupillometry data for such tasks on the basis of eye fixations, a commonly used eyetracking parameter. We found that pupil diameter increased during the solution process. However, pupil diameter did not always reflect the expected cognitive load. This result was studied within a cognitive-load theory model. Higher-performing students showed evidence of germane load and schema creation, indicating use of the interdependent nature of the tasks to inform their problem-solving process. However, lower-performing students did not recognize the interdependent nature of the tasks and solved each problem independently, which was expressed in a markedly different pupillary response pattern. We discuss the import of our findings for instructional design.

Face Inversion Effect on Perceived Cuteness and Pupillary Response

“…In this study, pupillary changes were measured before the evaluation key was pressed, and the pupillary response was not measured after the response (after pressing the evaluation key). However, the pupils were reported to be constricted after answering the question based on a single graphical input because the cognitive load disappears (Mitra et al, 2017). Although this study imposed a cuteness rating, and the quality of cognitive load was different from that of the calculations, we cannot exclude the possibility that pupils may change before and after a response.…”

Measuring Cognitive Load in Embodied Learning Settings

“…Pupil dilation was used in a variety of studies to measure cognitive load during learning and related cognitive tasks (e.g., van Gerven et al, 2004 ; Mitra et al, 2016 ). Recent research supports the idea that pupil dilation may be a valuable measure of mental demands in the context of movement-related studies ( Jiang et al, 2015 ).…”

Exploring Differences Among Student Populations During Climate Graph Reading Tasks: An Eye Tracking Study

“…Eye movements are often an involuntary response that can be measured and analyzed to determine engagement with a visual stimulus. Eye tracking has been used as a method for investigating questions in a variety of domains including reading comprehension (Rayner, 1998(Rayner, , 2009, pupillary response and gaze path patterns (Mitra, McNeal, & Bondell, 2017;Resnick, Kastens, & Shipley, 2018), differences in attentional processes using multimedia stimuli (van Gog & Scheiter, 2010), hierarchical map navigation (Korner, 2004) and decision-making (Muldner, Christopherson, Atkinson, & Burleson, 2009). Eye tracking has also been applied to graph reading and comprehension studies.…”