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Most research on virtual reality (VR) for learning has focused on young populations in formal learning contexts. Little research has been conducted on how adults engage in informal learning using VR. This study examined adults' informal learning experiences in high-immersion VR, focusing on the aspects of VR they enjoyed and the challenges they encountered. Furthermore, the study investigated how external, hard scaffolding influenced the participants' cognitive load and learning in VR. Quantitative and qualitative data were collected from pre- and post-surveys and post-intervention interviews. Participants found the storytelling aspect of the VR experience particularly enjoyable. They encountered several unique challenges during the VR intervention, including navigation confusion and self-directed exploration without instructor guidance. Surprisingly, the scaffolding did not have a statistically significant impact on the participants' cognitive load and learning. However, qualitative data analysis provided new insights that explain the unexpected findings. [ABSTRACT FROM AUTHOR]

• Cognitive psychology principles are used to explain task switching during driving. • Cognitive overload and underload impair subsequent driving performance. • Attentional switch costs following a takeover response can persist for 5 min. • Suggestions are given for improving the safety of Level 3 automated driving. As the semi-automation of motor vehicles advances, the prevalence of multitasking and task switching while driving has increased. In the next phase, known as conditional automated driving (level 3 automation), drivers will be able to fully engage in distracting tasks, yet they must be prepared to promptly resume control of the vehicle and maintain safe driving if requested to by the vehicle. In such situations, the driver's ability to flawlessly switch between the distracting task and the driving task becomes vitally important. This narrative review discusses conditional automated driving within the framework of cognitive psychology concepts of attention and task switching. Delayed reaction time and deteriorated driving performance are attributed to cognitive overload and switch cost. Factors that contribute to driving switch cost are identified and categorized, and several road safety concerns are raised, including: i) switch cost may last for between 20 s to 5 min; ii) inexperienced drivers may be unable to adequately control the vehicle after resuming manual control; and iii) low- and high-intensity non-driving tasks have a greater impact on takeover performance. To minimise the risk to road safety, suggestions have been provided to vehicle manufacturers, road users and regulatory authorities. [ABSTRACT FROM AUTHOR]

• Cognitive load affects experts' and non-experts' longitudinal and lateral performance. • Expert and non-expert drivers do not differ in secondary task performance. • The relationship between driving expertise and cognitive load is task-dependent. • Effects of cognitive load and expertise appear to vary with different curve types. The role of expertise in the relationship between cognitive load (CL) and driving performance has received little scientific attention. This real-world study included 8 expert race car drivers and 10 non-expert drivers, who were driving on a racetrack while simultaneously performing cognitively distracting secondary tasks. The experiment examined whether the effects of CL on high-speed driving performance of hairpin, compound, and reverse curves are influenced by drivers' expertise. In general, we found that non-expert drivers were not any more vulnerable to CL-induced performance decrements than skilled expert drivers, although the relationship between driving expertise and CL appeared to be task- and curve type-dependent. While between-group differences in secondary task performance were not obtained, speed was found to decrease in CL conditions but only in sharp hairpin curves. Additionally, CL affected experts' and non-experts' lateral performance in all curve types, although a clear relationship between trajectory deviations and steering corrections was not obtained. While the effects of CL appear to be the most prominent in sharp hairpin curves, the findings of this study suggest curve geometry as a variable that needs greater attention in future studies. [ABSTRACT FROM AUTHOR]

• A left-turn lane requires a transition area for smooth traffic flow, yet the use of dotted extensions remains uncertain. • The dotted extension helps drivers focus, reducing the need to divert visual attention to surrounding vehicles. • The dotted extension aids through-traffic drivers in maintaining focused attention on critical driving information. When adding an exclusive left-turn lane at an intersection, a transition area is needed to allow through and left-turn traffic to move into appropriate lanes smoothly. However, whether a dotted extension should be applied at such a transition area remains inconclusive. The need for recommending a dotted extension is further complicated at intersections where an approach taper partially shadows a left-turn lane. This study aims to shed light on whether dotted extensions should be recommended in a transition area and research the impacts of dotted extensions on guiding drivers from their perspectives. Scenarios with and without dotted extensions were created for a video-viewing experiment. Driver eye movement behavior and cognitive load rating served as evaluation indicators in each target scenario. Thirty participants were recruited and randomly assigned to with and without dotted extension groups. Results show that: (1) With the dotted extension, participants could focus on fewer objects and, therefore, would not need to divert their visual attention toward the surrounding vehicles. (2) The dotted extension assists through-traffic drivers in maintaining more focused attention on information critical to their driving task. (3) Dotted extensions help drivers reduce stress, mainly because of clearer indications of lane configuration. Altogether, our findings suggest that a road with dotted extensions provides better guidance in a transition area than one without dotted extensions. [ABSTRACT FROM AUTHOR]

• Design factors considered in the study affect visual cognition of stacked signs. • High Amount of information and bilingualism increase reaction time to stacked signs. • Language used is a top priority and deserves consideration. • Separating lines only make sense in complex messages with a lot of information. Stacked directional signs are widely used on Chinese roads, but research on them is relatively scarce. This study aimed to investigate the effects of the Language used, Layout format, Amount of information, and use of Separating lines on the visual cognition of stacked directional signs. A visual cognition experiment involving thirty-two drivers was conducted, and the reaction time and response accuracy were recorded. The results revealed that a greater Amount of information was correlated with increased visual cognition reaction times. Bilingual signs exhibited significantly greater reaction times compared to monolingual counterparts, while a simpler Layout format resulted in shorter reaction times. The Language used, Amount of information, Layout format, and use of Separating lines were in decreasing order of importance for visual cognition reaction time, with a high Amount of information having the greatest effect. The implications of these findings can be applied to the design and optimisation of stacked directional signs. [ABSTRACT FROM AUTHOR]

This study developed a wearable mixed reality (MR)-based mobile learning system and applied it to museum learning activities to explore whether the proposed system can effectively improve university students' learning outcomes, situational interest, and cognitive load. Four museums were selected as the informal learning sites, and 64 university students were randomly divided into the experimental group (using the wearable MR-based mobile learning system) and the control group (using the conventional mobile learning system). The results show that in the retention and comprehension dimensions of the learning outcome, the experimental group has significantly better learning performance than the control group. The experimental group showed improvements in almost all dimensions of situational interest, except for the challenge dimension, while their extraneous cognitive load was reduced. Furthermore, this study found that the proposed system has a positive influence on museum learning in higher education, and has good potential for improving the conventional mobile learning system and enhancing students' learning performance. The findings of this study can provide a reference for future research on the possibilities of using wearable devices for museum education. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the differences in learners' emotion, cognitive load, and cognitive performance among various scaffolding DGBLs, and the influences of emotion and cognitive load on cognitive performance when using DGBLs. Participants were 97 adult learners from some community college, randomly divided into the control group with 32 participants using non-scaffolding DGBL, the experimental group I with 34 participants using hard scaffolding DGBL, and the experimental group II with 31 participants using soft scaffolding DGBL. Results revealed: 1. positive emotion, germane cognitive load, and cognitive effectiveness and efficiency in scaffolding DGBL were significantly higher than those in non-scaffolding DGBL; negative emotion and extraneous cognitive load were significantly lower than those in non-scaffolding DGBL; 2. positive emotion in soft scaffolding DGBL was better than that in hard scaffolding DGBL, whereas there were no significant differences in negative emotion between both scaffolding DGBLs; 3. taking soft and hard scaffolding DGBLs together, positive emotion and germane cognitive load positively influenced cognitive effectiveness or efficiency; negative emotion, and intrinsic and extraneous cognitive load negatively influenced cognitive effectiveness or efficiency. Practical and theoretical suggestions were raised as references for researchers and teachers. [ABSTRACT FROM AUTHOR]

The proliferation of digital services and the imperative for secure authentication have necessitated the management of an expanding array of passwords, imposing a significant cognitive burden on users. The predominant method for authentication remains the use of passwords. However, a critical issue with this approach is that individuals frequently forget their passwords, particularly when managing multiple accounts. This often results in users creating similar or easily guessable passwords for different accounts or writing them down, compromising security. This article investigates an innovative method to mitigate cognitive burden using steganography‐embedded quick response (QR) codes for streamlined password management. The proposed model, named MASTER (Multi‐device‐based Authentication using STEgged QR Codes), was evaluated for usability using the system usability scale (SUS) and the subjective mental effort scale. The security of the model is evaluated using attack analysis and comparative analysis with image visibility and robustness. The evaluation results indicate that the MASTER model achieved a SUS score of 75.94, with the majority of participants agreeing that the system reduces cognitive effort. [ABSTRACT FROM AUTHOR]

Augmented reality technologies provide transformative solutions in various surgical fields. Our research focuses on the use of an advanced augmented reality system that projects 3D holographic images directly into surgical footage, potentially improving the surgeon's orientation to the surgical field and lowering the cognitive load. We created a novel system that combines exoscopic surgical footage from the "ORBEYE" and displays both the surgical field and 3D holograms on a single screen. This setup enables surgeons to use the system without using head-mounted displays, instead viewing the integrated images on a 3D monitor. Thirteen surgeons and surgical assistants completed tasks with 2D and 3D graphical surgical guides. The NASA Task Load Index was used to assess mental, physical, and temporal demands. The use of 3D graphical surgical guides significantly improved performance metrics in cochlear implant surgeries by lowering mental, physical, temporal, and frustration levels. However, for Bonebridge implantation, the 2D graphical surgical guide performed better overall (p = 0.045). Participants found the augmented reality system's video latency to be imperceptible, measuring 0.13 ± 0.01 s. This advanced augmented reality system significantly improves the efficiency and precision of cochlear implant surgeries by lowering cognitive load and improving spatial orientation. [ABSTRACT FROM AUTHOR]

The use of haptic simulation for emergency procedures in nursing training presents a viable, versatile and affordable alternative to traditional mannequin environments. In this paper, an evaluation is performed in a virtual environment with a head-mounted display and haptic devices, and also with a mannequin. We focus on a chest decompression, a life-saving invasive procedure used for trauma-associated cardiopulmonary resuscitation (and other causes) that every emergency physician and/or nurse needs to master. Participants' heart rate and blood pressure were monitored to measure their stress level. In addition, the NASA Task Load Index questionnaire was used. The results show the approved usability of the VR environment and that it provides a higher level of immersion compared to the mannequin, with no statistically significant difference in terms of cognitive load, although the use of VR is perceived as a more difficult task. We can conclude that the use of haptic-enabled virtual reality simulators has the potential to provide an experience as stressful as the real one while training in a safe and controlled environment. [ABSTRACT FROM AUTHOR]

The cognitive aspect is crucial in developing interactive and adaptive systems, including learning management systems (LMS). By understanding human cognitive processes, developers can create adaptive systems that are sustainably used by targeted users. Cognitive traits need to be explored to become part of the user model, especially especially to develop an LMS with an adaptive interface based on cognitive load. However, there is limited research exploring the correlation between cognitive load and adaptive interfaces, as well as the visualization of information, within online learning settings, including those specifically within LMS platforms. Additionally, a lack of understanding of cognitive processes renders the use of LMS static and unable to adapt to learners' abilities. Therefore, information regarding the specific characteristics or model of cognitive load that accurately represent LMS users as triggers for adaptive interfaces needs to be further examined. A total of four experts in the cognitive field were interviewed. The interview process was conducted in a semi-structured manner to obtain information about problems in the use of e-learning, the nature of cognitive, and the process of capturing cognitive load during learning using LMS. By using a soft system methodology, the results from the interviews are mapped into a cognitive load-based LMS user model design. The initial model design includes information on working memory capacity, task performance (time, true/false rate), learning behavior (learner log), physiological (in a lab scale), and self-reporting (Likert scale). This model design is a promising first step towards a more technical process in developing adaptive and interactive systems. [ABSTRACT FROM AUTHOR]

Purpose: Virtual Reality (VR) has proven to be an effective tool for motor (re)learning. Furthermore, with the current commercialization of low-cost head-mounted displays (HMDs), immersive virtual reality (IVR) has become a viable rehabilitation tool. Nonetheless, it is still an open question how immersive virtual environments should be designed to enhance motor learning, especially to support the learning of complex motor tasks. An example of such a complex task is triggering steps while wearing lower-limb exoskeletons as it requires the learning of several sub-tasks, e.g., shifting the weight from one leg to the other, keeping the trunk upright, and initiating steps. This study aims to find the necessary elements in VR to promote motor learning of complex virtual gait tasks. Methods: In this study, we developed an HMD-IVR-based system for training to control wearable lower-limb exoskeletons for people with sensorimotor disorders. The system simulates a virtual walking task of an avatar resembling the sub-tasks needed to trigger steps with an exoskeleton. We ran an experiment with forty healthy participants to investigate the effects of first- (1PP) vs. third-person perspective (3PP) and the provision (or not) of concurrent visual feedback of participants' movements on the walking performance – namely number of steps, trunk inclination, and stride length –, as well as the effects on embodiment, usability, cybersickness, and perceived workload. Results: We found that all participants learned to execute the virtual walking task. However, no clear interaction of perspective and visual feedback improved the learning of all sub-tasks concurrently. Instead, the key seems to lie in selecting the appropriate perspective and visual feedback for each sub-task. Notably, participants embodied the avatar across all training modalities with low cybersickness levels. Still, participants' cognitive load remained high, leading to marginally acceptable usability scores. Conclusions: Our findings suggest that to maximize learning, users should train sub-tasks sequentially using the most suitable combination of person's perspective and visual feedback for each sub-task. This research offers valuable insights for future developments in IVR to support individuals with sensorimotor disorders in improving the learning of walking with wearable exoskeletons [ABSTRACT FROM AUTHOR]

Gateway science courses are an ongoing obstacle to recruitment into STEM fields (Science, Technology, Engineering, and Mathematics). Students come into courses that have a high cognitive load, which makes success in the course challenging. Instructional design can be used to reduce cognitive load. The findings demonstrate that leveraging pre- and post-lecture quizzes has the capacity to reduce cognitive load. Over three semesters, assessed 164 students were assessed while taking SCB201 (General Biology I). Students in the participant and control groups were given surveys to gauge the experiment's effectiveness. These surveys were given at the beginning, midterm, and end of the semester. The surveys collected student feedback concerning attendance habits, reading for knowledge, and course difficulty each semester. The participant group findings showed favorable increases in attendance and reading for knowledge. Additionally, students in the participant group found the quizzes helped them to better understand core concepts as the semester progressed. It was determined that these quizzes helped focus learning by causing a decrease in cognitive load for students. This methodology has universal application to any type of course needing to reduce cognitive load. [ABSTRACT FROM AUTHOR]

Applications for additive manufacturing (AM) continue to increase as more industries adopt the technology within their product development processes. There is a growing demand for designers to acquire and hone their design for AM (DfAM) intuition and generate innovative solutions with AM. Resources that promote DfAM intuition, however, historically default to physical or digitally non-immersive modalities. Immersive virtual reality (VR) naturally supports 3D spatial perception and reasoning, suggesting its intuitive role in evaluating geometrically complex designs and fostering DfAM intuition. However, the effects of immersion on DfAM evaluations are not well-established in the literature. This study contributes to this gap in the literature by examining DfAM evaluations for a variety of designs across modalities using varying degrees of immersion. Specifically, it observes the effects on the outcomes of the DfAM evaluation, the effort required of evaluators, and their engagement with the designs. Findings indicate that the outcomes from DfAM evaluations in immersive and non-immersive modalities are similar without statistically observable differences in the cognitive load experienced during the evaluations. Active engagement with the designs, however, is observed to be significantly different between immersive and non-immersive modalities. By contrast, passive engagement remains similar across the modalities. These findings have interesting implications on how organizations train designers in DfAM, as well as on the role of immersive modalities in design processes. Organizations can provide DfAM resources across different levels of immersion, enabling designers to customize how they acquire DfAM intuition and solve complex engineering problems. [ABSTRACT FROM AUTHOR]

Many higher cognitive tasks, such as problem-solving and deliberation are accompanied by the experience of an inner voice in our heads. In this paper, we develop the idea that our own inner speech supports these tasks. We approach the phenomenon of inner speech through a comparison with overt speech – a comparison that is suggested by a Vygotskian approach that focuses on how inner speech develops from overt speech during ontogeny. We argue for the cognitive potency of inner speech by hypothesizing that condensed inner speech may help reduce cognitive load; yet by being pragmatically expanded upon, inner speech may scaffold further cognitive accomplishments. More specifically, as we adopt a Vygotskian perspective, we begin by introducing his notion of internalization and examine in what way inner speech might be condensed. Then the question of whether inner speech is governed by the same pragmatic mechanisms that govern overt speech is posed and answered in the affirmative. We advocate the idea that inner speech aids deliberation due, to some degree, to the manner in which pragmatic principles governing overt speech are re-purposed in inner speech. We close by addressing two objections. [ABSTRACT FROM AUTHOR]

Previous research has documented that students' reading comprehension performance in learning English as a foreign language (EFL) differs greatly between mobile-assisted and paper-based reading. The present study extends previous work by investigating whether reading cognitive load differs between mobile-assisted and paper-based EFL reading processes and exploring whether cognitive load mediates the relationship between reading medium and EFL reading comprehension performance. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 191 first-year college students. A repeated-measures analysis of variance (ANOVA) indicates that cognitive load is significantly greater for mobile-assisted EFL reading than for paper-based EFL reading. In addition, structural equation modeling analyses indicate that cognitive load fully mediates the relationships between medium and reading comprehension performance; these mediation effects are independent of the level of English language proficiency. These results imply that cognitive load is a pivotal factor influencing students' reading comprehension across media. Reasons for differences in reading cognitive load and its role as a mediator are discussed. Recommendations for promoting students' reading experience on mobile phones are provided. [ABSTRACT FROM AUTHOR]

Deep neural networks are increasingly employed to model classroom dialogue and provide teachers with prompt and valuable feedback on their teaching practices. However, these deep learning models often have intricate structures with numerous unknown parameters, functioning as black boxes. The lack of clear explanations regarding their classroom dialogue analysis likely leads teachers to distrust and underutilize these AI‐powered models. To tackle this issue, we leveraged explainable AI to unravel classroom dialogue analysis and conducted an experiment to evaluate the effects of explanations. Fifty‐nine pre‐service teachers were recruited and randomly assigned to either a treatment (n = 30) or control (n = 29) group. Initially, both groups learned to analyse classroom dialogue using AI‐powered models without explanations. Subsequently, the treatment group received both AI analysis and explanations, while the control group continued to receive only AI predictions. The results demonstrated that teachers in the treatment group exhibited significantly higher levels of trust in and technology acceptance of AI‐powered models for classroom dialogue analysis compared to those in the control group. Notably, there were no significant differences in cognitive load between the two groups. Furthermore, teachers in the treatment group expressed high satisfaction with the explanations. During interviews, they also elucidated how the explanations changed their perceptions of model features and attitudes towards the models. This study is among the pioneering works to propose and validate the use of explainable AI to address interpretability challenges within deep learning‐based models in the context of classroom dialogue analysis.Practitioner notesWhat is already known about this topicClassroom dialogue is recognized as a crucial element in the teaching and learning process.Researchers have increasingly utilized AI techniques, particularly deep learning methods, to analyse classroom dialogue.Deep learning‐based models, characterized by their intricate structures, often function as black boxes, lacking the ability to provide transparent explanations regarding their analysis. This limitation can result in teachers harbouring distrust and underutilizing these models.What this paper addsThis paper highlights the importance of incorporating explainable AI approaches to tackle the interpretability issues associated with deep learning‐based models utilized for classroom dialogue analysis.Through an experimental study, this paper demonstrates that providing model explanations enhances teachers' trust in and technology acceptance of AI‐powered classroom dialogue models, without increasing their cognitive load.Teachers express satisfaction with the model explanations provided by explainable AI.Implications for practice and/or policyThe integration of explainable AI can effectively address the challenge of interpretability in complex AI‐powered models used for analysing classroom dialogue.Intelligent teaching systems designed for classroom dialogue can benefit from advanced AI models and explainable AI approaches, which offer users both automated analysis and clear explanations. By enabling users to understand the underlying rationale behind the analysis, the explanations can contribute to fostering trust and acceptance of the AI models among users. [ABSTRACT FROM AUTHOR]

Objective: To examine the effect of concurrent physical and cognitive demands as well as age on indicators of muscle fatigue at the wrist. Background: There are few studies examining risk indicators for musculoskeletal disorders associated with work-related physical and cognitive demands that often occur simultaneously in the workplace. Methods: Twenty-four gender-balanced older and 24 gender-balanced younger (mean age 60 and 23 years) participants performed four 30 min dual tasks. Tasks differed by the muscular load level during force tracking: 5% and 10% of maximum voluntary contraction force (MVC) and concurrent cognitive demands on the working memory: easy and difficult. Muscle fatigue was assessed by MVC decline and changes in surface electromyography (increased root mean square: RMS, decreased median frequency: MF) at the extensor digitorum (ED) and extensor carpi ulnaris (EU). Results: A decline in MVC was found in all participants when tracking was performed at 10% MVC (mean ± SD: 137.9 ± 49.2 – 123.0 ± 45.3 N). Irrespective of age, muscular, or cognitive load, RMS increased (ED 12.3 ± 6.5 – 14.1 ± 7.0% MVE, EU 15.4 ± 7.6 – 16.9 ± 8.6% MVE) and MF decreased (ED 85.4 ± 13.6 – 83.2 ± 12.8 Hz, EU 107.2 ± 17.1 – 104.3 ± 16.7 Hz) in both muscles. However, changes in MF of EU tended to be more pronounced in the older group at higher cognitive and lower muscular load, without reaching statistical significance. Conclusion: Maximum voluntary contraction indicated no interaction between muscle fatigue, cognitive load, or age. However, the tendencies toward altered muscle activity due to an increase in cognitive load and older age suggest muscular adaptations while maintaining tracking performance during the onset of fatigue signs in the sEMG signal. Application: If the tendencies in muscle activity are confirmed by further studies, ergonomic assessments in industrial workplaces should consider cognitive load and age when describing the risk of musculoskeletal disorders. [ABSTRACT FROM AUTHOR]

When children struggle in understanding what they hear, it hinders them from learning optimally, which subsequently impacts their academic performance, and socially, their ability to develop friendships. The aim of the study was to examine children's ability in comprehending Malay sentences using a newly developed sentence comprehension task comprising of different sentence structures and cognitive demands. A conventional picture-pointing task was administered to 30 typically developing Malay children between the ages of 7;0 and 12;11 years old (Mean age in months = 119.33, SD = 16.09). Sentences consisted of (i) both canonical (subject-verb-object, SVO; subject relative, SR) and non-canonical structures (passives; object relative, OR), which were also (ii) manipulated in low, intermediate, and high cognitive load conditions. Analysis revealed that there were clearer distinctions in performance on the canonical vs. non-canonical sentences for children in the older age group (10;0 to 12;0) compared to the younger group (7;0 to 9;11), with better comprehension on the canonical structures. Both groups showed a developmental increment in comprehension performance from the simpler SVO and SR sentences to more complex passives and ORs. Although children in the older age group performed comparatively better on the canonical sentences across all cognitive loads, all children struggled as the cognitive demands increased from low to high load conditions within the sentences. In speech-language therapy practice, understanding typical developmental patterns helps clinician identify when a child may need support. The study provides valuable information for clinicians working with school-age children to better gauge their sentence comprehension abilities while being mindful of the diverse ways in which language can develop, particularly for those with neurodevelopmental conditions. [ABSTRACT FROM AUTHOR]

Objective: Distracted driving is a primary contributor to for motor vehicle crashes, the leading cause for injuries and fatalities for youth. Although attention and working memory clearly underlie driving abilities, few studies explore these functions on the brain-level under the cognitive load of driving. To understand the load driving has on auditory attention processing, we examined the differences in dynamic brain response to auditory stimuli during LOAD (while driving in a high-fidelity driving simulator) and No-LOAD conditions (seated in simulator, parked on the side of the road). Methods: Twenty-seven young adult drivers (18–27 y/o; 15 = women) completed a Selective Auditory Attention Task during both a LOAD (driving) and No-LOAD condition in a ½ cab miniSim® high-fidelity driving simulator. During the task, participants responded by pressing the volume control button on the steering wheel when a target tone was presented to a target ear. Electroencephalography-recorded event-related brain responses to the target tones were evaluated through alpha and theta oscillations for two response windows (early: 150–330ms; late: 350–540ms). Results: During an early time window, we observed a significant interaction between attended/unattended and LOAD/No-LOAD theta power in the right frontal cortical region (F(1, 24)= 5.4, p=.03, partial η2=.18). During the later window, we observed a significant interaction between attended/unattended and LOAD/No-LOAD alpha response in the posterior cortical region (F(1, 24)=11.81, p=.002, partial η2=.15) and in the right temporal cortical region during the window (F(1, 24)=4.3, p=.05, partial η2=.33). Conclusions: Our data provide insight into the demand that driving has on cognitive faculties and how dual task engagement may draw resources away from driving. We suggest future research directly incorporate vehicle control abilities into study design to understand how brain-based measures relate to driving behaviors. [ABSTRACT FROM AUTHOR]

Working memory (WM) is a crucial cognitive function, and a deficit in this function is a critical factor in learning difficulties (LDs). As a result, there is growing interest in exploring different approaches to training WM to support students with LDs. Following the PRISMA 2020 guidelines, this systematic review aims to identify current computer-based WM training applications and their theoretical foundations, explore their effects on improving WM capacity and other cognitive/academic abilities, and extract design principles for creating an effective WM application for children with LDs. The 22 studies selected for this review provide strong evidence that children with LDs have low WM capacity and that their WM functions can be trained. The findings revealed four commercial WM training applications—COGMED, Jungle, BrainWare Safari, and N-back—that were utilized in 16 studies. However, these studies focused on suggesting different types of WM tasks and examining their effects rather than making those tasks user-friendly or providing practical guidelines for the end-user. To address this gap, the principles of the Human–Computer Interaction, with a focus on usability and user experience as well as relevant cognitive theories, and the design recommendations from the selected studies have been reviewed to extract a set of proposed guidelines. A total of 15 guidelines have been extracted that can be utilized to design WM training programs specifically for children with LDs. [ABSTRACT FROM AUTHOR]

This study investigates the use of Augmented Reality (AR) to teach the concept of chirality—a fundamental topic in organic chemistry. Building on Cognitive Load Theory (CLT) and previous research on AR's educational benefits, we designed an AR learning environment to facilitate students' understanding of chirality by allowing them to interact with and superimpose virtual and physical models of chiral molecules. An initial pilot study involving 11th-grade students revealed positive student attitudes towards AR, with participants reporting enhanced comprehension of chirality and a preference for AR-based learning over traditional methods. The follow-up study refined the AR lesson based on pilot feedback, extending its scope to introduce, rather than review, the concept of chirality. Results indicated significant learning gains, low extraneous cognitive load, and high acceptance of AR technology among students. These findings underscore the potential of AR to support complex spatial learning in chemistry, though further research, such as value-added studies, is recommended to explore the generalizability and long-term impacts of AR on different student populations. [ABSTRACT FROM AUTHOR]

Cognitive load theory focuses on the limited capacity of working memory (WM) to encapsulate information. While the original theory postulated a fixed capacity of working memory, research in the last decade has provided evidence for the depletion hypothesis. This hypothesis holds that WM becomes depleted after effortful cognitive operations that reduce its capacity, providing a framework for the restorative effects of rest periods. Rest periods during which natural scenery is observed have been found to replenish working memory after it has been subjected to depletion. In the present study, participants observed pictures depicting either a natural or an urban environment, after completing a cognitively depleting task. For this study, we obtained EEG measures of working memory by analyzing alpha and theta wave amplitudes. The motivation behind this choice was to derive a continuous index of WM capacity and address the lack of electrophysiological data regarding the depletion hypothesis. Previous research identified a decrease in alpha amplitude, and a simultaneous increase in theta activity with increasing WM load. Our findings partially replicated these results, as we observed a decrease in alpha amplitude with increasing cognitive load but no significant difference in theta power. Moreover, average signal amplitudes did not differ between the natural and the urban conditions, contrary to our hypothesis. These results suggest an absence of the expected environmental effect, opposing the outcome of existing research on the topic. The absence of this effect could also be attributed to similarities between the two conditions in certain factors thought to elicit differential physiological responses. [ABSTRACT FROM AUTHOR]

Self-regulated learning (SRL) has become increasingly important for learners in the 21st century as they engage more frequently in student-centered education. Accurate self-monitoring of one's learning process is central to SRL. However, research has shown that learners often struggle with monitoring accuracy. One possible explanation is that the process of self-monitoring itself may add cognitive load, potentially reducing both self-monitoring accuracy and overall performance. In the current study, we investigated the effects of self-monitoring on perceived mental effort and performance during problem-solving tasks of increasing complexity. Participants in the experimental condition were instructed to think aloud while problem-solving, while those in the control condition did not receive such instructions. Our findings indicate no interaction effect between the requirement for explicit and continuous self-monitoring and task complexity on perceived mental effort and performance. However, task complexity significantly impacted the perceived mental effort and performance in both conditions, while it affected monitoring accuracy exclusively in the experimental condition. Furthermore, qualitative analyses showed that the participants in the experimental conditions engaged in self-monitoring during 21.2 % of their think-aloud protocols. Contrary to previous research, self-monitoring did not appear to increase cognitive load, although the experimental participants took significantly longer to complete all the tasks. Possible explanations for these findings are discussed. [ABSTRACT FROM AUTHOR]

Augmented Reality (AR) can enhance student-centered lab work by bridging the spatial and temporal split between virtual information and observed real-world phenomena. While the Cognitive Theory of Multimedia Learning and the Cognitive Load Theory suggest that AR can reduce extraneous cognitive load (ECL) and foster learning, the empirical results remain inconsistent. This re-analysis of three related studies with different target groups and AR devices explores whether learners' spatial abilities and verbal working memory capacity moderate the effect of AR support in lab work settings on ECL and conceptual knowledge gains. Although these moderators could not be confirmed consistently, the results indicate that tablet-based AR holds the potential to support learners with low spatial abilities. Moreover, low verbal working memory learners were demonstrated to be particularly vulnerable to the spatial contiguity failure that can be caused by smartglasses AR. Moderation effects were only observed for ECL but not for conceptual knowledge gains. The findings highlight that the benefit of AR support can depend on learners' cognitive prerequisites and additional contextual factors, such as the AR device used and the age of the target group. The design and implementation of AR-supported lab work environments should account for these factors to optimize the learning outcomes. [ABSTRACT FROM AUTHOR]

This study deals with an analysis of the cognitive load indicators produced in virtual simulation tasks through supervised and unsupervised machine learning techniques. The objectives were (1) to identify the most important cognitive load indicators through the use of supervised and unsupervised machine learning techniques; (2) to study which type of task presentation was most effective at reducing the task's intrinsic load and increasing its germane load; and (3) to propose an explanatory model and find its fit indicators. We worked with a sample of 48 health sciences and biomedical engineering students from the University of Burgos (Spain). The results indicate that being able to see the task before performing it increases the germane load and decreases the intrinsic load. Similarly, allowing students a choice of presentation channel for the task respects how they process information. In addition, indicators of cognitive load were found to be grouped into components of position, speed, psychogalvanic response, and skin conductance. An explanatory model was proposed and obtained acceptable fit indicators. [ABSTRACT FROM AUTHOR]

Inference-making is a central element of successful reading comprehension, yet provides a challenge for beginning readers. Text decoding takes up cognitive resources which prevents beginning readers from successful inference-making and compromises reading comprehension. Listening does not require any decoding and could therefore offer a less demanding context to practice inference-making. The present study examined whether stimulating inference-making in a listening context is more effective and less cognitively demanding for beginning readers than a reading context. In three experiments, Dutch second grade children read two narratives and listened to two narratives. Inference-making was stimulated by asking them inferential questions during reading or listening and we compared this to a no-questioning control condition. After each narrative, we measured cognitive load and comprehension. It was expected that inferential questioning would increase cognitive load and negatively affect reading comprehension, but positively affect listening comprehension. The results indeed showed that inferential questioning increased cognitive load, but did not lead to differences in performance on open-ended comprehension questions (Experiment 1 & 2). When measuring comprehension with a free recall protocol (Experiment 3), we found a negative effect on total recall in both the reading and listening conditions. Taken together, we found no support for the hypothesized interaction. This raises questions about the effectiveness of inferential questioning for reading and listening comprehension of beginning readers, and whether listening is a good modality for improving inference-making. [ABSTRACT FROM AUTHOR]

This study investigates the impact of job demands and perceived burdensomeness on employees' willingness to collaborate with service robots (SRs) in the workplace, with a focus on the moderating effects of organizational support, self-esteem, and self-development. Conducted among 200 employees in South Korea, the results show that higher job demands significantly increase perceived burdensomeness, which negatively affects employees' willingness to collaborate with SRs. Organizational support moderates the negative impact of job demands, reducing their detrimental effects, although it was less effective in buffering the reduction in social interaction. Self-esteem and self-development positively moderated the relationship between burdensomeness and collaboration. This study contributes to the understanding of sustainable workforce management by highlighting the importance of fostering personal and organizational resources to ensure that SR integration enhances both operational efficiency and employee well-being. The findings align with broader sustainability goals by promoting human–robot collaboration that optimizes resource use, enhances workforce adaptability, and maintains social and psychological balance in the workplace. [ABSTRACT FROM AUTHOR]

Wegner's theory of ironic processes of mental control emphasizes how the implementation of cognitive load-induced avoidant instructions can cause inefficient motor cognition in sports, thereby inducing so-called ironic effects where an individual—ironically—does precisely what s(he) intended not to do. This systematic review synthesizes relevant existing research and evaluates the effectiveness of experimental manipulations and cognitive load measurements for investigating ironic effects on motor task performance under pressure conditions. This review identified twenty-four empirical studies published before January 2022, including studies with experimental (21%) and quasi-experimental (79%) within- and between-subject designs. The most common reported pressure (i.e., cognitive load) manipulations fell into two categories: anxiety (77%) and dual-task (33%) techniques. The review also identified positive action-oriented instructional interventions to reduce ironic errors. Although most reported findings supported Wegner's assumptions about ironic performance effects, the review also identified inconclusive evidence (8%), which indicates a need for more research with a greater focus on: robust experimental design; the inclusion of competitive stressors; expert athletes; elite athletes; and intervention-based studies. These additions will clarify the mechanisms of ironic effects and assist in the development of interventional programs to diminish the likelihood of ironic effects in sports performance. [ABSTRACT FROM AUTHOR]

One of the most crucial aspects of the user experience in virtual reality (VR) is the sense of presence. To evaluate this, both subjective and objective methods can be employed. While subjective methods are easy to implement and interpret, they may not fully capture user feedback, and the results can sometimes lack consistency. In contrast, using objective methods, such as electroencephalography (EEG), can provide more reliable insights. To investigate the influence of realism on the sense of presence, we conducted an EEG study with 21 participants who experienced two VR environments—one realistic and one non-realistic. During the study, we continuously measured their brain activity using an EEG device. Our findings showed that alteration in the level of realism in an environment can be detected through changes in brain activity. Notably, we observed that users take longer to adapt to a non-realistic environment when transitioning from a realistic scene, compared to the reverse. Although our study has limitations, such as the total number of participants, we gained valuable initial insights into how realism may influence brain activity. These findings suggest that higher realism may lead to reduced cognitive load, increased attention, improved decision-making, and suppression of irrelevant information. [ABSTRACT FROM AUTHOR]

Augmented reality (AR) technology provides context-aware experiences by overlaying digital information onto the real world to enhance learning effectiveness and reduce cognitive load. This study aimed to develop an AR Mobile Learning System (ARMLS) to address the limitations of traditional teaching materials and help elementary-school students learn geometric concepts. The ARMLS was designed based on the fifth-grade mathematics curriculum, covering topics such as definitions, geometric properties, different views of prisms and pyramids, and their relationships. A teaching experiment was conducted to compare students' learning achievement, motivation, and cognitive load when using the ARMLS versus traditional teaching materials. This study adopted a quasi-experimental design, where four fifth-grade classes were selected from an elementary school in northern Taiwan as experimental subjects. A total of 66 students participated in the experiment, divided into two groups: 32 students from two classes as the experimental group (using the ARMLS) and 34 students from the other two classes as the control group (using traditional teaching materials). In the teaching experiment, data were collected through pre-tests, post-tests, and questionnaires. Achievement tests assessed learning effectiveness, while learning motivation and cognitive load were measured with standardized scales. System satisfaction was evaluated using a questionnaire. The Johnson–Neyman method determined the regions of significance in the analysis of covariance. Independent-sample t-tests evaluated differences in learning motivation and cognitive load between the groups, and descriptive statistics summarized system satisfaction responses. The results indicated that (1) the ARMLS enhanced the learning achievement among low- and moderate-achieving students, (2) there was no significant difference in learning motivation between the two groups, (3) the ARMLS helped reduce students' cognitive load, and (4) most students expressed satisfaction with the ARMLS according to the questionnaire results. The ARMLS enhances engagement and deepens understanding by making abstract geometry topics more accessible. It effectively overcomes the limitations of traditional teaching materials, providing elementary students with an interactive, hands-on approach to learning geometric concepts. [ABSTRACT FROM AUTHOR]

Introduction: In traffic rule, green/blue means go, and red means stop. It has been shown that this prior knowledge about traffic signal colors can affect reaction times (RTs). For example, RTs are longer when responding to a red “Go” signal and withholding the response to a blue “No-go” signal (Red Go/Blue No-go task) than when responding to a blue “Go” signal and withholding the response to a red “No-go” signal (Blue Go/Red No-go task), when responses are provided by button press. However, it remains unknown whether this holds in different actions. The aim of this study was to investigate the effect of prior knowledge of color on gait initiation in a Go/No-go task. Methods: Seventeen participants performed Green Go/Red No-go and Red Go/Green No-go tasks, in which they stepped forward from a force plate in response to a green or red signal and withhold the response to red or green signal, respectively. We recorded the center of pressure (COP) and electromyogram (EMG) from the bilateral tibialis anterior muscles during gait initiation. Results: The onset of COP movement and toe-off time as well as COP displacements did not differ between the Go/No-go tasks. The EMG onset for the stance leg was delayed in the Red Go/Green No-go than Green Go/Red No-go task. Discussion: These findings suggest that the conflict between prior knowledge of color related to traffic rule and the meaning of the stimulus color affects muscle activity but not COP characteristics during gait initiation, highlighting two distinct motor control mechanisms, where the initial phase is influenced by cognitive load while the subsequent phase remains unaffected. This dissociation suggests that the later phase of gait initiation relies on robust spinal loops and central pattern generators, which are less influenced by cognitive factors such as prior knowledge. [ABSTRACT FROM AUTHOR]

Objective Methods Results Conclusions Increasing complexity in healthcare systems necessitates effective handover. While a universal structure is often recommended, many frameworks do not include the patient. A systematic review was completed examining outcomes following handover that included patients or carers using a realist‐orientated paradigm.The research group used Covidence™ software and followed PRISMA guidelines. A librarian‐led search of Embase, Medline, PsycINFO and SCOPUS yielded 5,790 relevant studies for screening. Included studies reported on peer‐reviewed studies that assessed qualitative or quantitative outcomes resulting from patient‐centred handover. To assess quality, we used the McMaster Mixed Methods Appraisal Tool (MMAT). Patient‐orientated and quantitative outcomes are reported descriptively. For qualitative outcomes, we employed a deductive analytical approach. Braun and Clarke's steps were followed to develop themes with group work used to clarify and discuss the various codes. Heterogenous reporting precluded meta‐analysis.Thirty studies were eligible (10 mixed methods; 11 quantitative; 9 qualitative) with variable quality and scope. Most studies related to nursing‐led bedside handover and originated in Anglophone countries. Positive effects were reported for patient satisfaction, engagement, autonomy and effective information exchange. Providers reported a positive experience but also barriers to implementation, cognitive load and reducing compliance over time. There were contradicting findings for patient‐orientated outcomes including falls risk. Publication bias may have led to under reporting of negative trials. There was limited reporting on physician‐led handovers that included patients.Patient‐centred handover was associated with self‐reported benefits for patients and providers but potential advantages over conventional handover could be undermined by barriers such as time, implementation challenges and a perceived increase in staff workload. [ABSTRACT FROM AUTHOR]

Our research examines the potential of immersive virtual reality (VR) in countering climate change misinformation. By creating VR simulations of future climate scenarios, we visually depict the potential impacts of rising temperatures and sea level rise on communities and ecosystems. Our objective is to determine whether immersive VR can achieve more effective correction outcomes compared to social media. We employ a mixed experimental design, manipulating the provision of correction through either VR or social media. We measure the impact of these interventions on belief in and skepticism toward climate change, and on inferential reasoning at three different points over a month. Furthermore, we explore the effectiveness of human actors and the level of presence in the VR experience as strategies to combat climate change misinformation. We find that VR conditions might lead to increased certainty in the belief that climate change is really happening and lowered skepticism toward the clarity of the effects of climate change. Moreover, we find significant differences in the heart rate (HR) of the participants in the VR conditions. The use of avatars in VR environments may contribute to heightened HR variability during misinformation correction, potentially due to increased emotional engagement and cognitive load. [ABSTRACT FROM AUTHOR]

\nKey policy highlightsThe study presented in this paper investigates the impact of the similarity level of cartographic point symbols on visual search performance. Specifically, we explore the application of an algorithm for quantitatively assessing symbols’ shape similarity, and apply the results of such automated analysis in a simple target search task on a map with distractors of varying similarity levels. Our primary hypothesis posits that the more similar the target symbol and distractors, the more challenging the visual search becomes in terms of search efficiency and eye metric performance. In a controlled laboratory experiment utilizing eye-tracking device, 33 participants were recruited, and 60 map stimuli were tested with each participant. The results confirmed the hypothesis assumptions. However, symbols based on a round shape were consistently the easiest to find at every similarity level. Eye movement analysis revealed differences in absolute pupil size between male and female participants, possibly associated with cognitive load, although without affecting search time performance. Interestingly, scan-path speed decreased with an increasing level of similarity between the target symbol and distractors. The practical implication of this study lies in the potential development of tools to assist map designers in selecting symbols with low similarity, thereby ensuring improved map readability.The paper presents a novel approach for analyzing map symbol similarity, based on automated raster-based computation of similarity metrics;The study on the different basic geometry of symbols’ shape showed that round symbols are found relatively faster than other types, which corresponds to results obtained by different researchers, and that more similar icons require longer search times than dissimilar ones, which validates our approach for automated similarity analysis and confirms our main hypothesis;The increasing level of similarity between the target and the distractor caused difficulties in participants’ perception, expressed in terms of scanpath speed;The study revealed differences between females and males in absolute pupil size when searching for individual symbols at various levels of similarity;Raster-based similarity analysis is concluded to be a viable strategy for identifying problematic map design choices, which could lead to improved automatic tools for checking cartographic design decisions.The paper presents a novel approach for analyzing map symbol similarity, based on automated raster-based computation of similarity metrics;The study on the different basic geometry of symbols’ shape showed that round symbols are found relatively faster than other types, which corresponds to results obtained by different researchers, and that more similar icons require longer search times than dissimilar ones, which validates our approach for automated similarity analysis and confirms our main hypothesis;The increasing level of similarity between the target and the distractor caused difficulties in participants’ perception, expressed in terms of scanpath speed;The study revealed differences between females and males in absolute pupil size when searching for individual symbols at various levels of similarity;Raster-based similarity analysis is concluded to be a viable strategy for identifying problematic map design choices, which could lead to improved automatic tools for checking cartographic design decisions. [ABSTRACT FROM AUTHOR]

Purpose Method Results Conclusions Cognitive load and arousal are cornerstones of many deception detection strategies and theories; in turn, their effective measurement is critical. However, fundamental criteria for establishing the quality and accuracy of measures have largely been overlooked. In this study, we examined the reliability and construct validity of common cognitive load and arousal measures.We obtained three independent secondary datasets in which participants (N = 238) had lied or told the truth about witnessing a suspicious event. Using a multitrait–multimethod analysis, we assessed three measures of their cognitive load and arousal: participants' self‐reports, trained coders' observations, and objective behaviours.Although all measures were reliable, they achieved differing levels of validation. Specifically, measures of cognitive load showed evidence of convergent validity, but not discriminant validity. There was no empirical support for the construct validity of arousal measures.These findings suggest that inconsistencies in the diagnosticity of cues to deception and theory support may be attributable to the measures employed. Researchers may not be assessing constructs of interest, particularly in the case of arousal. [ABSTRACT FROM AUTHOR]

A convincing e-learning system for higher education should offer adequate usability and not add unnecessary (extraneous) cognitive load. It should allow teachers to switch easily from traditional teaching to flipped classrooms to provide students with more opportunities to learn and receive immediate feedback. However, an efficient e-learning and technology-enhanced assessment tool that allows generating digital organic chemistry tasks is yet to be created. The Universities of Bonn and Duisburg-Essen are currently developing and evaluating an e-learning and technology-enhanced assessment tool for organic chemistry. This study compares the effectiveness of traditional paper-pencil-based and digital moleculedrawing tasks in terms of student performance, cognitive load, and usability--factors that all contribute to learning outcomes. Rasch analysis, t-tests, and correlation analyses were used for evaluation, revealing that the developed system can generate digital organic chemistry tasks. Students performed equally well on simple digital and paper-pencil molecule-drawing tasks when they received an appropriate introduction to the digital tool. However, using the digital tool in two of three studies imposes a higher extraneous cognitive load than using paper and pencil. Nevertheless, the students rated the tool as sufficiently usable. A significant negative correlation between extraneous load and tool usability was found, suggesting room for improvement. We are currently concentrating on augmenting the functionality of the new e-learning tool to increase its potential for automatic feedback, even for complex tasks such as reaction mechanisms. [ABSTRACT FROM AUTHOR]

Learning analytics dashboards are becoming increasingly common tools for providing feedback to learners. However, there is limited empirical evidence regarding the effects of learning analytics dashboard design features on learners' cognitive load, particularly in digital learning environments. To address this gap, we developed goal-based, explanatory, and instructional learning analytics dashboards in authentic online courses based on cognitive load theory, and evaluated the effects of the three information designs on cognitive load and performance. The study adopted a quasi-experimental approach over a semester-long course, involving 93 learners divided into four groups, each provided with differently designed information on their learning analytics dashboard. The results show that the incorporation of goals, explanations, and instructional information as support elements in the learning analytics dashboard did not have a significant impact on learners' cognitive load and performance. Both cognitive load and learning performance results were consistent and mutually validating. Additionally, the study found that compared to a control group without additional information, the group using the explanatory dashboard experienced an increase in germane cognitive load, and evidenced the effectiveness of explanatory information design. Overall, this study provides important insights for the enhancement and practical design of learning analytics dashboards and feedback methods. [ABSTRACT FROM AUTHOR]

The profile of autoantibodies is dysregulated in patients with Alzheimer's disease (AD). Autoantibodies to beta-site amyloid precursor protein (APP)-cleaving enzyme 1 (BACE1) are present in human blood. This study aims to investigate the clinical relevance and pathophysiological roles of autoantibodies to BACE1 in AD. Clinical investigations were conducted in two independent cohorts, the Chongqing cohort, and the Australian Imaging, Biomarkers, and Lifestyle (AIBL) cohort. The Chongqing cohort included 55 AD patients, 28 patients with non-AD dementia, and 70 cognitively normal subjects (CN). The AIBL cohort included 162 Aβ-PET− CN, 169 Aβ-PET+ cognitively normal subjects (preclinical AD), and 31 Aβ-PET+ cognitively impaired subjects (Clinical AD). Plasma autoantibodies to BACE1 were determined by one-site Elisa. The associations of plasma autoantibodies to BACE1 with brain Aβ load and cognitive trajectory were investigated. The effects of autoantibodies to BACE1 on AD-type pathologies and underlying mechanisms were investigated in APP/PS1 mice and SH/APPswe/PS1wt cell lines. In the Chongqing cohort, plasma autoantibodies to BACE1 were higher in AD patients, in comparison with CN and non-AD dementia patients. In the AIBL cohort, plasma autoantibodies to BACE1 were highest in clinical AD patients, followed by preclinical AD and CN subjects. Higher autoantibodies to BACE1 were associated with an increased incidence of brain amyloid positivity conversion during follow-up. Autoantibodies to BACE1 exacerbated brain amyloid deposition and subsequent AD-type pathologies, including Tau hyperphosphorylation, neuroinflammation, and neurodegeneration in APP/PS1 mice. Autoantibodies to BACE1 increased Aβ production by promoting BACE1 expression through inhibiting PPARγ signaling. These findings suggest that autoantibodies to BACE1 are pathogenic in AD and the upregulation of these autoantibodies may promote the development of the disease. This study offers new insights into the mechanism of AD from an autoimmune perspective. [ABSTRACT FROM AUTHOR]

Dual cognitive-walking treadmill training (DTT), designed to replicate real-life walking conditions, has shown promise effect in individuals with Parkinson's disease (PD). This study aims to compare the effects of DTT versus single treadmill training (STT) on cognitive and walking performance under both single and dual task conditions, as well as on fall, patients' subjective feeling, and quality of life. Sixteen individuals with PD were randomly assigned to DTT or STT group and underwent 8 weeks of training. The DTT group received treadmill training with cognitive loads, while the STT group received treadmill training without cognitive load. Outcome measures included gait parameters (speed, step length) and cognitive performance (reaction time, accuracy, composite score) under both single and dual task conditions. Unified Parkinson's Disease Rating Scale-part III (UPDRS-III), Falls Efficacy Scale (FES), Patient Global Impression of Change (PGIC), and Parkinson's Disease Questionnaire (PDQ-39) were also measured. Both DTT and STT groups showed increased comfortable walking speed and step length. Only the DTT group demonstrated significant improvements in cognitive composite score under both single and dual task conditions, as well as UPDRS-III, FES, and PDQ-39(p < 0.05). DTT can enhance cognitive function without compromising walking ability and also have real-world transferability. [ABSTRACT FROM AUTHOR]

Natural eye movements have primarily been studied for over-learned activities such as tea-making, sandwich-making, and hand-washing, which have a fixed sequence of associated actions. These studies demonstrate a sequential activation of low-level cognitive schemas facilitating task completion. However, whether these action schemas are activated in the same pattern when a task is novel and a sequence of actions must be planned in the moment is unclear. Here, we recorded gaze and body movements in a naturalistic task to study action-oriented gaze behavior. In a virtual environment, subjects moved objects on a life-size shelf to achieve a given order. To compel cognitive planning, we added complexity to the sorting tasks. Fixations aligned with the action onset showed gaze as tightly coupled with the action sequence, and task complexity moderately affected the proportion of fixations on the task-relevant regions. Our analysis revealed that gaze fixations were allocated to action-relevant targets just in time. Planning behavior predominantly corresponded to a greater visual search for task-relevant objects before the action onset. The results support the idea that natural behavior relies on the frugal use of working memory, and humans refrain from encoding objects in the environment to plan long-term actions. Instead, they prefer just-in-time planning by searching for action-relevant items at the moment, directing their body and hand to it, monitoring the action until it is terminated, and moving on to the following action. Author summary: Eye movements in the natural environment have primarily been studied for over-learned and habitual everyday activities (tea-making, sandwich-making, hand-washing) with a fixed sequence of associated actions. These studies show eye movements correspond to a specific order of actions learned over time. In this study, we were interested in how humans plan and execute actions for tasks that do not have an inherent action sequence. To that end, we asked subjects to sort objects based on object features on a life-size shelf in a virtual environment as we recorded their eye and body movements. We investigated the general characteristics of gaze behavior while acting under natural conditions. Our paper provides a comprehensive approach to preprocess naturalistic gaze data in virtual reality. Furthermore, we provide a data-driven method of analyzing the different action-oriented functions of gaze. The results show that bereft of a predefined action sequence, humans prefer to plan only their immediate actions, where eye movements are used to search for the target object to immediately act on, then to guide the hand towards it and monitor the action until it is terminated. Such a simplistic approach ensures that humans choose sub-optimal behavior over planning under sustained cognitive load. [ABSTRACT FROM AUTHOR]

While recent studies have highlighted the potential for background cues in asynchronous video interviews (AVIs) to inadvertently disclose non‐job‐related information about job applicants, researchers have yet to explore the impact of socioeconomic status (SES) cues. This study investigates whether background cues about SES (specifically cues not available in a face‐to‐face interview) introduce unique biases in the hiring process. We examined if evaluators could discern SES differences based on a job applicant's background and whether these cues influenced the perceived hireability of the job applicant. To enhance the realism of our findings and understand when such biases may be exacerbated, we simulated the conditions a hiring manager might face by inducing cognitive load (CL). In a working sample of N = 260 American Cloud Research Connect participants, we used a 2 (low; high SES) by 2 (low; high CL) between‐subjects experimental design. We found that although evaluators could identify differences in SES and did experience a difference in CL, these two factors did not directly influence the perceived hireability of the job applicant. We also investigated the role of evaluators' characteristics, such as their own SES, attitude towards poverty, and social dominance orientation. Although these did not directly influence their ratings of the job applicant, we identified noteworthy correlations: participants' perceptions of the SES of the background correlated with the job applicant's (a) perceived hireability, and (b) perceived SES. These findings emphasize the need for further research into the subtle cues that evaluators might use to gauge SES, which could impact a job applicant's AVI evaluation. [ABSTRACT FROM AUTHOR]

Computer-based learning has gained popularity in recent years, providing learners greater flexibility and freedom. However, these learning environments do not consider the learner's mental state in real-time, resulting in less optimized learning experiences. This research aimed to explore the effect on the learning experience of a novel EEG-based Brain-Computer Interface (BCI) that adjusts the speed of information presentation in real-time during a learning task according to the learner's cognitive load. We also explored how motivation moderated these effects. In accordance with three experimental groups (non-adaptive, adaptive, and adaptive with motivation), participants performed a calibration task (n-back), followed by a memory-based learning task concerning astrological constellations. Learning gains were assessed based on performance on the learning task. Self-perceived mental workload, cognitive absorption and satisfaction were assessed using a post-test questionnaire. Between-group analyses using Mann-Whitney tests suggested that combining BCI and motivational factors led to more significant learning gains and an improved learning experience. No significant difference existed between the BCI without motivational factor and regular non-adaptive interface for overall learning gains, self-perceived mental workload, and cognitive absorption. However, participants who undertook the experiment with an imposed learning pace reported higher overall satisfaction with their learning experience and a higher level of temporal stress. Our findings suggest BCI's potential applicability and feasibility in improving memorization-based learning experiences. Further work should seek to optimize the BCI adaptive index and explore generalizability to other learning contexts. [ABSTRACT FROM AUTHOR]

Background: Directional vibrotactile biofeedback for balance control can be instructed in the form of Repulsive (to move in the opposite direction of vibrations) or Attractive (to move in the direction of vibrations) stimulus encodings. However, which of these encodings is less cognitively demanding and poses less interference with high-level cognitive processes of conflict resolution remains unresolved. Methods: In two between-subject studies with 30 (16 females) and 35 (23 females) healthy young adults, respectively, we investigated the cognitive load of Attractive and Repulsive vibrotactile biofeedback on 1) working memory (Study I) and 2) cognitive conflict resolution (Study II). Both studies also examined the effectiveness of both feedback stimulus encodings on balance control during quiet standing with eyes closed. Results: Both Attractive and Repulsive vibrotactile biofeedback increased balance stability (reduced trunk sway variability) in both the working memory and the conflict resolution study (Study I and II, respectively) with a greater increase of stability for the Repulsive encoding during multitasking demanding cognitive conflict resolution (Study II). Cognitive costs, measured in terms of the Linear Integrated Speed-Accuracy Score (LISAS), were greater for the Attractive encoding during multitasking with working memory demands. When cognitive conflict resolution was required as a secondary cognitive task, both stimulus encodings increased cognitive costs equally. Conclusions: The effects of instructed Repulsive and Attractive stimulus encodings for the response-related interpretation of vibrotactile biofeedback of body sway were contrasted with respect to cognitive processing demands and balance stabilisation benefits. Both encodings improved balance stability but at certain cognitive costs. Regarding interference with specific high-level cognitive processes, however, a distinction has to be made between both encodings. Repulsive feedback encoding seems to cause less cognitive costs on working memory load and slightly greater stabilisation when cognitive conflict resolution is required. These results are discussed in the context of the known benefits of avoidance actions on cognitive control. [ABSTRACT FROM AUTHOR]

AbstractMixed Reality is a promising venue for spatial ability training, allowing participants to engage in problem-solving through gesture-based interactions with holographic objects. 3-D measurement of learning in Mixed Reality environments may result in a better cognitive fit than 2-D. This mixed-method study measures and enhances mental rotation ability and investigates user experience in Mixed Reality. To assess mental rotation ability, we adapted the Purdue Spatial Visualization Test:Rotation for Microsoft HoloLens 2, creating a measurement tool for our Mixed Reality-based training program, Holomental. Comparing 2-D and 3-D tests, we explored how stimulus dimensionality influences accuracy and cognitive load. Our findings indicate that Holomental enhances mental rotation performance, both in 2-D and 3-D. Cognitive load in the 3-D test was lower than in the 2-D test. Semi-structured interviews revealed participants’ appreciation for the representational and interactional affordances of the training environment. This study provides valuable insights into the effectiveness of 3-D spatial training, with implications and suggestions for future design considerations. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) is a technology that allows users to experience multisensory and interactive environments that simulate real or imaginary scenarios. The effect of different VR immersive technology on mental workload (MWL), i.e., the amount of resources required to perform a task, is still debated; however the potential role of EEG in this context was never exploited. This paper aims to investigate the effects on MWL of performing a cognitive task in a VR environment in two conditions characterized by different degrees of immersion using a multimodal approach which combines well-assessed subjective evaluations of MWL with physiological EEG measures. A cognitive task based on the n-back test was proposed to compare the performance and MWL of participants who used either a head-mounted display (HMD) or a desktop computer to present the stimuli. The task had four different complexity levels (n = 1 or 2 with either visual or visual and audio stimuli). Twenty-seven healthy participants were enrolled in this study and performed the tasks in both conditions. EEG data and NASA Task Load indeX (NASA-TLX) were used to assess changes in objective and subjective MWL, respectively. Error rates (ERs) and reaction times (RTs) were also collected for each condition and task level. Task levels had significant effects on MWL, increasing subjective measures and decreasing performance, in both conditions. EEG MWL index have shown a significant increase especially if compared to rest. Different degrees of immersion did not show significant differences neither in individual's performance nor in MWL as estimated by subjective ratings. However, HMD reduced the EEG-derived MWL in most conditions indicating a lower cognitive load. In conclusion, HMD may reduce the cognitive load of some tasks. The reduced level of MWL, as depicted by the EEG MWL index, may have implications for the design and future evaluation of VR-based applications. [ABSTRACT FROM AUTHOR]

Researchers implementing non-invasive neuroimaging have reported distinct load-dependent brain activity patterns in older adults compared with younger adults. Although findings are mixed, these age-related patterns are often associated with compensatory mechanisms of cognitive decline even in the absence of direct comparisons between brain activity and cognitive performance. This study investigated the effects of cognitive load on brain-behavior relationships in younger and older adults using a data-driven, multivariate partial least squares (PLS) analysis of functional near-infrared spectroscopy (fNIRS) data. We measured bilateral prefrontal brain activity in 31 older and 27 younger adults while they performed single and dual 2-back tasks. Behavioral PLS analysis was used to determine relationships between performance metrics (reaction time and error rate) and brain oxygenation (HbO) and deoxygenation (HbR) patterns across groups and task loads. Results revealed significant age-group differences in brain-behavior relationships. In younger adults, increased brain activity (i.e., increased HbO and decreased HbR) was associated with faster reaction times and better accuracy in the single task, indicating sufficient neural capacity. Conversely, older adults showed a negative correlation between HbR and error rates in the single task; however, in the dual task, they demonstrated a positive relationship between HbO and performance, indicative of compensatory mechanisms under the higher cognitive load. Overall, older adults' showed relationships with either HbR or HbO, but not both, indicating that the robustness of the relationship between brain activity and behavior varies across task load conditions. Our PLS approach revealed distinct load-dependent brain activity between age groups, providing further insight into neurocognitive aging patterns, such as compensatory mechanisms, by emphasizing the variability and complexity of brain-behavior relationships. Our findings also highlight the importance of considering task complexity and cognitive demands in interpreting age-related brain activity patterns. [ABSTRACT FROM AUTHOR]

AbstractClassroom video use in teacher education is rising, but the interplay of video type (2D, panoramic) and viewing device (PC, HMD) on learning remains unexplored. This study examined the interactive effects of video type (2D, panoramic) and viewing device (PC, Head-Mounted Display [HMD]) on pre-service teachers’ learning performance. 143 pre-service teachers from a China university participated in a 2 × 2 randomized controlled experiment, viewing a 10-minute instructional video. Results indicate that panoramic video with HMD yielded the best learning outcomes, enhancing academic achievement, attention, presence, and immersion. Conversely, 2D video on HMD increased cognitive load. Interestingly, while PC-viewed panoramic video maximized attention, it also generated the highest cognitive load. Focus group interviews revealed the potential of immersive learning alongside challenges like motion sickness and navigation difficulties. This research provides empirical evidence for the interaction of video type and viewing devices in teacher education, informing the design of effective video-based learning. [ABSTRACT FROM AUTHOR]

Diagnostic and prognostic decision-making in patients with Disorders of Consciousness (DoC) is challenging. It has been suggested that spontaneous eye blink rate is an index of patients’ level of consciousness easy to detect in clinical practice. Further blinking features (i.e., amplitude, duration, variability in intervals between blinks) may change as a function of cognitive load, but have not been investigated in patients with DoC.This multicentre, longitudinal study aims at exploring the diagnostic and prognostic value of spontaneous eye blinking features in DoC.Eight European medical institutions will enrol consecutively admitted adult patients with DoC. Within two weeks from study entry demographic, anamnestic and clinical data will be collected. Moreover, patients will undergo two 20-minute EEG-EOG recordings at rest, to collect blinking features and EEG activity. A clinical follow-up will be performed after 6 months. A group of healthy individuals will be enrolled for reference.Possible differences in blink features between patients and the reference group, differences across diagnostic sub-groups, and correlations between blinking features and clinical outcome will be investigated.The results of this study might help clinicians to reduce misdiagnosis rate in DoC and provide useful information for prognostication and care pathway plan. [ABSTRACT FROM AUTHOR]

The morphological characteristics of a product serve as essential carriers for conveying design intentions. These characteristics directly affect users' comprehension of the product's functions and proper usage, which are critical to the safety of product utilization and the overall comfort of the user experience. Incorporating prior experience to predict users' cognitive intentions regarding product form characteristics can provide valuable evaluation and decision-making references for design. This approach effectively reduces product development risks and contributes to enhancing user acceptance and experience. The study established intention discrimination indicators for form characteristics, covering six dimensions: functional orientation, behavioral intention, recognizability, cognitive load, attention distribution, and experiential feeling. Combining multidimensional scaling (MDS) and systematic clustering, samples were screened, and the morphological decomposition method was used to categorize and extract form characteristic categories and feature factors. The entropy weight method was applied to assign weights to the feature categories, and a feedforward neural network (FNN) was employed to construct a prediction model for cognitive intentions regarding product form characteristics. The model was tested using leave-one-out cross-validation, yielding a mean squared error (MSE) of 0.0089 and an R correlation coefficient of 0.9998, indicating high reliability. Finally, the feasibility and effectiveness of this method were validated through a case study on earthquake science experience facilities. [ABSTRACT FROM AUTHOR]