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Anterior cruciate ligament (ACL) rupture can impair balance performance, particularly during cognitive motor dual-tasks, This study aimed to determine the effects of various modalities of cognitive load (working memory, and visuospatial and executive function) on postural control parameters in individuals with ACL injury. Twenty-seven ACL-injured and 27 healthy participants were evaluated doing different cognitive tasks (silent backward counting. Benton's judgment of line orientation. and Stroop color-word test) while standing on a rigid surface or a foam. Each task was repeated three times and then averaged. Center of pressure variables used to measure postural performance included sway area and sway velocity in anterior-posterior and medial-lateral directions, Cognitive performance was also assessed by calculating errors and the score of cognitive tasks. A mixed model analysis of variance for center of pressure parameters indicated that patients had more sways than the healthy group. The interaction of group by postural difficulty by cognitive tasks was statistically significant for cognitive errors (p < .01), and patients with ACL injury indicated more cognitive errors compared to healthy controls while standing on the foam. The main effect of cognitive task was statistically significant for all postural parameters, representing reduced postural sways in both groups with all cognitive tasks. However, ACL-injured patients showed more cognitive errors in difficult postural conditions, suggesting that individuals with ACL injury may prioritize postural control over cognitive task accuracy and adopt the posture-first strategy to maintain balance under dual-task conditions. [ABSTRACT FROM AUTHOR]

Purpose: Cognitive load theory focuses on providing appropriate cognitive engagement to facilitate knowledge learning. The purpose of this study was to determine the contributions of cognitive load on high school students' in-class physical activity. Method: A stratified random sample of high school students (N = 150) who participated in a large curriculum intervention study provided the data. A path analysis and Hayes' PROCESS analysis were used to test a correlation model and moderation effect from gender and race. Results: The results showed that the reasoning learning tasks directly contributed to their in-class physical activity (path coefficient =.54, p <.01) and the gender and race factors were not significant moderators (p >.05). Conclusion: The findings imply that high cognitive load tasks can facilitate in-class physical activity. The findings suggest the power of the concept-based physical education curriculum in providing productive learning opportunities to all students. [ABSTRACT FROM AUTHOR]

Background: In basketball, changing direction is one of the primary mechanisms of anterior cruciate ligament (ACL) injury, often occurring within complex game situations with high cognitive demands. It is unknown how visual attention affects sidestep cutting kinematics during the entire energy absorption phase of the cut in an ecologically valid environment. Purpose: The purpose of this research was to study the effect of added cognitive load, in the form of increased visual attentional demands, on sidestep cutting kinematics during the energy absorption phase of the cut in an ecologically valid environment. Study Design: Crossover Study Methods: Fifteen male basketball players (aged 22.1 ± 2.3) performed ten sidestep cutting movements without (BASE) and with (VIS) a visual attention dual task. 3D kinematics of the hip, knee and ankle were recorded utilizing Xsens IMU motion capture. Temporal kinematics were analyzed using Statistical Parametric Mapping. Discrete time point kinematics were additionally analyzed at initial contact (IC) and at peak knee flexion utilizing paired t-tests. Effect sizes were calculated. Results: Hip flexion was significantly reduced in the VIS condition compared to the BASE condition (p<0.01), including at IC (VIS 35.0° ± 7.2°, BASE 40.7° ± 4.9°, p=0.02, d=0.92) and peak (VIS 37.8° ± 9.7°, BASE 45.5° ± 6.9°, p=0.001, d=0.90). Knee flexion was significantly reduced in the VIS condition, in comparison to the BASE condition (p<0.01), at peak (VIS 59.9° ± 7.5°, BASE 64.1° ± 7.4°, p=0.001, d=0.55). Conclusion: The addition of visual attention during sidestep cutting altered lower limb kinematics, which may increase ACL injury risk. It is suggested that ACL injury risk screening and prevention should include sidestep cutting with visual attentional demands, in order to mimic the cognitive demands of the sports environment. Level of Evidence: 3 [ABSTRACT FROM AUTHOR]

Educational and instructional research has provided contrasting results regarding the best representation of numerical information, with the two most common being tabular and graphical representations. This motivated us to examine the issue using a novel approach. We employed electroencephalography (EEG) with event-related synchronisation and desynchronisation (ERS/ERD) to model cognitive load, and alpha and beta band powers to model engagement. We conducted an experiment to measure the cognitive load and engagement of 48 Oregon State University students and compared their performances with respect to these two representations. Structural equation models (SEMs) were constructed to investigate the potential mediation of learning performance by engagement and cognitive load. The results indicate that learning performance was fully mediated by cognitive load and engagement. Relative to graphs, tables produced a higher cognitive load and engagement, and subsequently, greater overall learning performance. Current results showed that different representations could yield significant differences in learning performance, and that an understanding of representation-elicited affective behaviours has considerable potential for future online learning instructional design. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Objective Methods Results and Conclusion Despite the numerous positive effects of augmented reality (AR) on learning, previous research has shown ambiguous results regarding the cognitive demand on the learner arising from, for example, the overlay of virtual elements or novel interaction techniques. At the same time, the number of evidence‐based guidelines on designing AR is limited or focuses on global effects, primarily relying on media comparison studies, whose validity is criticised.To guide the meaningful design of learning and training settings, this paper systematically reviews empirical research on AR design and synthesises the findings to develop evidence‐based recommendations for designing AR systems considering cognitive load.We conducted a systematic literature review, initially screening 810 distinct papers and ultimately analysing findings from 27 publications, which report on 29 distinct experimental studies. This selection was based on rigorously defined inclusion and exclusion criteria, adhering to the PRISMA guidelines.The central value of this paper is the aggregation of existing evidence from empirical studies, resulting in 15 recommendations for AR design based on six design dimensions: Spatiality‐related, Interaction‐related, Contextuality‐related, Content‐related, Guidance‐related and Display Selection. Additionally, with three points for future research, this systematic literature review, first, stresses the need for more empirical evidence and value‐added studies. Second, learner characteristics that might influence cognitive load in AR‐based learning should be examined. Third, it advocates for the inclusion of measurements beyond the NASA‐TLX, and including more physiological measurements (e.g., eye‐tracking, EEG) to enhance the applicability of the results for learning and training situations. [ABSTRACT FROM AUTHOR]

Cognitive load can impair an operator's ability to optimally scan and process relevant information that is critical to the safe and successful operation of an aircraft. Since the cognitive demands experienced by pilots fluctuate throughout a given flight due to changes in task demands that range from high to low cognitive load, it has become increasingly important to objectively track and quantify these changes accordingly. The analysis of eye movements has been shown to be a promising method to understand information acquisition, processing efficiency, and how these aspects of cognition impact pilot performance. Therefore, the aim of the current study was to assess the impact of a dual task paradigm on low-time pilot flight performance and gaze behavior during two phases of flight with varying levels of cognitive load. Twenty-two licensed pilots (<350 h) completed simulated flight circuits alongside an auditory oddball task under visual flight rules conditions. Self-reported situation awareness scores and auditory task performance revealed the dual task was more demanding than the single tasks. Flight performance and gaze behavior indicated that primary task performance and information processing remained unaffected. These results suggest that the recruited pilots attained a level of skill proficiency that enabled the efficient deployment of cognitive resources to successfully complete the flying task under states of increased cognitive load. Combined with previous research findings, the results suggest that the effect of secondary tasks depends on the type of tasks used (i.e., simple/choice response tasks, memory recall, etc.). The utility of using a dual task and gaze behavior to probe flight proficiency and information processing efficiency throughout training are discussed. [ABSTRACT FROM AUTHOR]

The rapid development of e-learning has drawn increasing attention to the issue of how learners’ learning activities can be better structured using technologies. This study focuses on how to improve e-learning performance by optimizing the structuring of learning sessions from the perspective of interleaving (i.e., mixing different topics in a learning session). Following the design science paradigm, this study chooses cognitive load theory as the kernel theory and proposes a new interleaving design—related-interleaving —that populates an interleaved session with related topics as a way of reducing cognitive load during an interleaved session. Drawing on the theoretical predictions, we design and instantiate a personalized learning system with the related-interleaving strategy by fusing educational strategies and machine learning techniques. The results from a two-month field experiment confirm that related-interleaving outperforms non-interleaving and unrelated-interleaving. Our findings also reveal that compared with unrelated-interleaving, related-interleaving benefits weak learners more and thus helps reduce learning performance disparities. This study demonstrates how personalized e-learning systems can be further improved from the perspective of interleaving. [ABSTRACT FROM AUTHOR]

The two-dimensional (2D) and three-dimensional (3D) user interfaces have been a prominent topic of augmented reality (AR) research, and their impact on the efficacy and usability of one-time tasks has been extensively examined. As AR is increasingly adopted in industry for repetitive tasks, there is an urgent need for research into the effect of the 2D and 3D user interfaces. In this study, we developed two prototypes of the user interfaces and conducted a comparison study with forty participants to assess their respective influence on cognitive load, perceived usability, and learnability. The results showed that the two user interfaces differed significantly in cognitive load and perceived usability. In particular, the 3D user interfaces exhibited substantially shorter eye blinking durations, shorter eye fixation durations, less dispersed eye gaze areas, lower subjective ratings of cognitive load, and higher overall scores of perceived usability than the 2D user interfaces. However, there was no difference in learnability between the two user interfaces throughout the repetitive tasks. [ABSTRACT FROM AUTHOR]

Error monitoring is essential for detecting errors and may facilitate behavioral adjustments that can reduce or prevent future errors. At times, error monitoring must occur while individuals are engaged in other, cognitively demanding tasks that might consume processing resources necessary for error monitoring. Here, we set out to determine whether concurrent working memory (WM) load interferes with error monitoring, as measured using event‐related potentials, the error‐related negativity (Ne/ERN), and error positivity (Pe). Fifty‐four participants (n = 33 female) completed an arrowhead flanker task, with trials presented under low (2 letter) or high (6 letter) WM load. Participants were required to hold letter strings in memory and to recall these letters at the end of a set of flanker trials. Results showed that WM load reduced the Pe but did not affect the Ne/ERN. Therefore, WM load appeared to attenuate later, more elaborated stages of error processing, though initial error detection was unaffected. Additionally, high WM load slowed reaction times overall, but did not lead to a significant increase in errors. As such, slower responses may have helped participants maintain comparable accuracy for low‐load versus high‐load trials. Overall, results indicate that WM load interferes with the evaluation of error significance, which could interfere with behavioral adaptations over time. Error monitoring may rely on cognitive resources that are limited during cognitively demanding tasks. Using a modified flanker task interspersed with a working memory task, Frequentist and Bayesian analyses showed that greater working memory load reduced the error positivity, but not the error‐related negativity. Therefore, the elaborative processing of error significance may be compromised during a demanding cognitive task, though early error monitoring appears unaffected. [ABSTRACT FROM AUTHOR]

Pupillometry has been used in the studies of postural control to assess cognitive load during dual tasks, but its response to increased balance task intensity has not been investigated. Furthermore, it is unknown whether side‐specific changes in pupil diameter occur with more demanding balance tasks providing additional insights into postural control. The two aims of this study were to analyze differences in steady‐state pupil diameter between balance tasks with increased intensity and to determine whether there are side‐specific changes. Forty‐eight healthy subjects performed parallel and left and right one‐legged stances on a force plate with and without foam with right and left pupil diameters measured with a mobile infrared eye‐tracker. Differences between balance tasks in parameters (average pupil diameter of each eye, average of both pupil diameters and the difference between the left and right pupil diameter) were analyzed using a two‐way repeated measures analysis of variance, and deep learning neural network models were used to investigate how pupillometry predicted each balance task. The pupil diameter of the left eye, the average pupil diameter of both eyes and the difference in pupil diameters increased statistically significantly from simpler to more demanding balance tasks, with this being more pronounced for the left eye. The deep learning neural network models revealed side‐specific changes in pupil diameter with more demanding balance tasks. This study confirms pupillary responses to increased intensity of balance task and indicates side‐specific pupil responses that could be related to task‐specific involvement of higher levels of postural control. Our study ads important new insights into how steady‐state pupil diameter of both eyes adjust to decrease in support surface size and support surface compliance during postural tasks. We suggest to use the pupil diameter of the left eye to provide more sensitive pupillometric outcome measures in postural control tasks. Moreover, asymmetric changes in pupil diameters during one‐leg stances while standing on a soft support surface were observed, suggesting specific postural control adaptations. [ABSTRACT FROM AUTHOR]

A vexing characteristic of motor disability after stroke is that many individuals fail to use their affected arm effectively despite having the capacity to do so, a phenomenon termed arm nonuse. Based on the hypothesis that nonuse is influenced by the competing cognitive demands of many daily activities, we examined the effects of cognitive load on arm choice and motor performance in individuals with stroke using a novel virtual reality paradigm that mimics the demands of real-life visual search, object selection, and reaching to targets. Twenty individuals with single left or right hemispheric chronic stroke (11 left cerebrovascular accident; 9 right cerebrovascular accident) and 10 age-matched neurotypical participants completed the Virtual Reality Arm Choice task, in which they reached for target objects in an array under varied cognitive demand. To manipulate cognitive demand, we varied the semantic similarity of objects in the reaching space and the presence or absence of a secondary task. The results showed reduced use of the paretic arm under increased demand. Under cognitive load, participants with stroke also showed slower reach initiation, slower movements, increased reach curvature, and increased performance differences between the paretic and non-paretic arms. The arm choice of neurotypical individuals was also modulated under cognitive load. These data indicate that cognitive factors influence arm choice and motor performance in naturalistic reaching tasks in individuals with chronic stroke. Performance decrements under cognitive load may in turn influence reduced paretic arm use during daily activities. [ABSTRACT FROM AUTHOR]

In psychophysiological research, the use of Virtual Reality (VR) for stimulus presentation allows for the investigation of how perceptual processing adapts to varying degrees of realism. Previous time-domain studies have shown that perceptual processing involves modality-specific neural mechanisms, as evidenced by distinct stimulus-locked components. Analyzing induced oscillations across different frequency bands can provide further insights into neural processes that are not strictly phase-locked to stimulus onset. This study uses a simple perceptual paradigm presenting images of faces and cars on both a standard 2D monitor and in an immersive VR environment. To investigate potential modality-dependent differences in attention, cognitive load, and task-related post-movement processing, the induced alpha, theta and beta band responses are compared between the two modalities. No evidence was found for differences in stimulus-dependent attention or task-related post-movement processing between the 2D conditions and the realistic virtual conditions in electrode space, as posterior alpha suppression and re-synchronization of centro-parietal beta did not differ between conditions. However, source analysis revealed differences in the attention networks engaged during 2D and 3D perception. Midfrontal theta was significantly stronger in laboratory conditions, indicating higher cognitive load than in the VR environment. Exploratory analysis of posterior theta showed stronger responses in VR, possibly reflecting the processing of depth information provided only by the 3D material. In addition, the theta response seems to be generated by distinct neuronal sources under realistic virtual conditions indicating enhanced involvement of semantic information processing and social cognition. [ABSTRACT FROM AUTHOR]

Rhythmic auditory cueing (RAC) using an isochronous metronome is an effective approach to immediately enhance spatiotemporal aspects of gait for people with Parkinson disease (PwPD). Whereas entraining to RAC typically occurs subconsciously via cerebellar pathways, the use of metronome frequencies that deviate from one's typical cadence, such as those used in rehabilitation, may require conscious awareness. This heightened awareness may increase cognitive load and limit the persistence of gait training gains. Here, we explore the immediate effects of incorporating an implicit motor learning approach (i.e., error-based recalibration) to gait training with RAC. Twenty older adults (10 with PD and 10 controls) were asked to match their footfalls to both isochronous and subtly varying metronomes while walking on a treadmill and overground. Our findings revealed intriguing differences between treadmill and overground walking. During treadmill walking to a slower metronome frequency, both groups reduced their cadence and increased step lengths, but did not make the necessary adjustments to match the subtly varying metronome. During overground walking, both groups modified their cadence in response to a 3–4% change in metronome frequency (p < 0.05). Both metronomes yielded evidence of implicit and explicit retention during overground and treadmill walking. Furthermore, during overground walking the PD group showed greater implicit retention of cadence changes following the varying metronome, compared to the isochronous metronome. Our results suggest that incorporating implicit motor learning approaches to gait training during a single session of overground walking may enhance short term implicit retention of gait behaviors for PwPD. [ABSTRACT FROM AUTHOR]

Background: Gestures are an integral component in human‐to‐human communication when the speaker is visually present to the listener. In the past several years, research has examined how computer‐generated pedagogical agents can be designed to perform the four main gesture types and what this means for agent persona and learning outcomes. The research into agent gesturing has only explored gestures without other presentation strategies such as visual aids or verbal redundancy to properly explore the impact of gestures, and to avoid overly "rich" displays of information. Objective: The objective of this study is to explore the use of static images and varying frequencies of gestures to assess whether two visual inputs increases the risk of the split‐attention effect, and to investigate the potential for visual redundancy when two visual inputs coincide with narration. Data on cognitive load, agent persona, and learning outcomes (recall and transfer) will be collected to measure participants' learning experience while acquiring procedural knowledge, specifically regarding the principles of lightning, in comparison to previous research. Method: A mixed methods approach consisted of three gesture frequency conditions (enhanced, average, no) with 118 participants. Quantitative data were analysed using a random‐effect linear regression model; whereas qualitative data was collected through individual interviews that lasted 15–20 min. Results and Conclusions: The use of enhanced gesture frequency and images may significantly increase intrinsic cognitive load, but gestures and images do not cause extraneous cognitive load. The enhanced gesture condition significantly outperformed the no‐gesture condition. Interviews indicated that depending upon the gesture condition, students selectively attended to information that they perceived as offering them the greatest learning opportunity. Using two visual inputs does not cause split‐attention, nor does it provide evidence of a visual redundancy effect. Lay Description: What is already known about this topic: The redundancy of printed text with images can decrease learning.Learners can manage short segments of redundancy effectively.Gestures are nonverbal cues that communicate and can elicit imagery.Full gestures at an enhanced frequency can increase learning even without images. What this paper adds: Static images and gestures do not cause redundancy (extraneous cognitive load)Students strategically attend to multiple visual inputs based on the perceived benefit.Enhanced gestures combined with static images can increase the transfer of information. Implications for practice and/or policy: There is no evidence to suggest that two redundant types of visual information violate the redundancy principle.Multiple information inputs may not decrease learning; instead, they may allow students to implement learning strategies that are catered to their individual needs. [ABSTRACT FROM AUTHOR]

Sharing of misinformation on social media platforms is a global concern, with research offering little insight into the motives behind such sharing. Drawing from the cognitive load theory and literature on cognitive ability, we developed and tested a research model hypothesising why people share misinformation. We also tested the moderating role of cognitive ability. We obtained data from 385 social media users in Nigeria using a chain referral technique with an online questionnaire as the instrument for data collection. Our findings suggest that information overload and social media fatigue are strong predictors of misinformation sharing. Information stress also contributed to misinformation sharing behaviour. Furthermore, cognitive ability moderated and weakened the effect information strain and information overload have on misinformation sharing in such a way that this effect is more pronounced among those with low cognitive ability. This indicates that those with low cognitive ability have a higher tendency to share misinformation. However, cognitive ability had no effect on the effect social media fatigue has on misinformation sharing behaviour. The study concluded with some theoretical and practical implications. [ABSTRACT FROM AUTHOR]

This study aims to explore the correlation between the operational task complexity of nuclear power plant (NPP) operators and electroencephalogram (EEG) features. Initially, we segmented EEG signals according to operational steps and extracted a total of 120 time domain, frequency domain, and time-frequency domain features. Subsequently, we applied an adaptive principal component analysis (PCA) dimensionality reduction method to process the features. On the other hand, three experts were invited to evaluate the complexity of the operational tasks, and their evaluation data were synthesized using a group decision-making approach. A correlation analysis was performed between these data and the PCA-reduced feature data, identifying the features with the highest correlation coefficient for each participant. Then we built a long short-term memory model with the data of the first group of participants to predict the task complexity value and tested it with the data of the second group of participants. Testing the model with data from the second group yielded favorable results, with a training set mean squared error (MSE) of 0.025 and a testing set MSE of 0.078. The results of this study indicate a significant correlation between specific EEG features and task complexity in the operational tasks of NPP operators. The model established through a combination of group decision making and machine learning methods effectively predicted the task complexity levels for operators in different operational tasks. This research provides a new perspective on NPP operators' cognitive load and operational tasks, holding practical significance for operator training and workload management. [ABSTRACT FROM AUTHOR]

Context-based learning (CBL) environments are widely used in science education to create authentic learning opportunities. Contexts can be authentic through their relation to everyday life, to uncommon scientific phenomena, or to the chemical laboratory. Previous research revealed that students choose contexts that are authentic in different ways depending on their individual characteristics. Self-determination theory and psychological research indicate that it is not the choice itself that is beneficial for learning, but rather the congruence between the characteristics of the participants and the task. The extent to which these results are transferable to CBL in chemistry education and the effects on cognitive load have not yet been analyzed. The focus of the present study was to investigate whether the choice of a contextualized task or the congruence between context and student are causal for beneficial effects in situational interest, cognitive load, and task-related satisfaction. We conducted an experimental study with 217 third-year chemistry students comparing three treatments while learning in a CBL environment. In the first group, students could choose a contextual task that was varied in terms of authenticity. Students in the second group were assigned a contextual task by an artificial neural network that matched their individual characteristics. Students in the third group were assigned a contextualized task by the neural network that did not match their individual characteristics. Multilevel analyses show that whether the context is chosen or not is irrelevant for situational interest and task-related satisfaction if the context fits the individual characteristics of the students. [ABSTRACT FROM AUTHOR]

The use of investigations in science teaching is both common and commonly advocated for in science education literature. We suggest that the use of investigations should differ depending on the complexity of the subject matter. That complexity can vary depending on both the nature of the information and students' expertise levels. The present study used Cognitive Load Theory and tested a hypothesis that the sequential order of having investigations first followed by explicit instruction only is more effective than that of having explicit instruction first when students have acquired sufficiently high levels of knowledge. This hypothesis was tested with 85 middle school students. Participants were randomly assigned to one of the two sequences. The results indicated that for sufficiently knowledgeable students, a dis-ordinal knowledge level by sequence interaction was obtained. There was an advantage to the explicit instruction first approach for the less knowledgeable students for whom element interactivity was high but an advantage to the investigation first approach for the more knowledgeable students for whom element interactivity was lower. The results were discussed in light of a recent debate between the authors and De Jong et al. (Educational Research Review, 39, 1-14, 2023) on the role of investigations and explicit instruction in science education. [ABSTRACT FROM AUTHOR]

The expression of manner has been extensively studied in the case of motion event descriptions, unveiling significant typological differences between satellite-framed and verb-framed languages and cognitive differences between speakers of these languages. However, far from being restricted to this semantic domain, the expression of manner extends to other types of event descriptions and across virtually all verb classes. In this paper, by considering all the means of expressing manner and grounding our research in a domain-independent definition of this component, we investigate the expression and the transfer of manner under high cognitive pressure as evidenced by corpus data from French–English (FE) and English–French (EF) simultaneous interpreting. Unexpectedly, both French and English displayed an overall cross-domain preference for the verbal-lexical coding of manner in event descriptions, while still differing in the degree to which it was favored. In addition, although our study does not allow a direct measure of cognitive load, the FE interpreters transfer more manner from the source to the target speeches than the EF interpreters do, despite high pressure on cognitive resources, supporting the claim that manner can be cognitively more salient and accessible for English than for French speakers, not only in the domain of motion but also at a more general level, potentially in any semantic domain. [ABSTRACT FROM AUTHOR]

While studies have shown the importance of listener feedback in dialogue, we still know little about the factors that impact its quality. Feedback can indicate either that the addressee is aligning with the speaker (i.e. 'positive' feedback) or that there is some communicative trouble (i.e. 'negative' feedback). This study provides an in-depth account of listener feedback in task-oriented dialogue (a director–matcher game), where positive and negative feedback is produced, thus expressing both alignment and misalignment. By manipulating the listener's cognitive load through a secondary mental task, we measure the effect of divided attention on the quantity and quality of feedback. Our quantitative analysis shows that performance and feedback quantity remain stable across cognitive load conditions, but that the timing and novelty of feedback vary: turns are produced after longer pauses when attention is divided between two speech-focused tasks, and they are more economical (i.e. include more other-repetitions) when unrelated words need to be retained in memory. These findings confirm that cognitive load impacts the quality of listener feedback. Finally, we found that positive feedback is more often generic and shorter than negative feedback and that its proportion increases over time. [ABSTRACT FROM AUTHOR]

Picture-in-Picture (PIP) is an effective lecture video design that includes a screen capture video in the center and the instructor's talking head in one corner. Few research studies have directly investigated the usage of PIP lecture design by non-native English-speaking (NNES) instructors. The current study investigated the effects of PIP lecture design by NNES instructors and measured participants' cognitive load and learning outcomes. Participants in the study (n = 56) watched four lecture videos about airplane flight, completed cognitive load measure questionnaires, and completed the subsequent recall tasks. The videos included either an NNES instructor or a native English-speaking (NES) instructor. Our findings indicated that PIP lecture videos produced by an NNES instructor caused a higher cognitive load, especially in learners with lower accented-language experience. Lecture videos produced by the NNES instructor also led to lower recall performance, but the PIP design did not cause a significant change in participants' recall performance. Findings from the current study have implications for online lecture designs, especially for NNES instructors. [ABSTRACT FROM AUTHOR]

Are video tutorials better teachers? This pilot study examined the effects of video tutorials on different types of cognitive load. Participating students (N = 45) attended two classrooms: a video tutorial-based classroom, and a traditional instruction-based classroom. The cognitive load scales indicated differences in cognitive load between the video classroom and the traditional classroom. Video tutorials decreased students' intrinsic load (t = -4.507, p <.001, d = − 0.672) and increased germane load (t = 4.749, p <.001, d = 0.708) but did not affect extraneous load (t = -1.688, p =.098, d = − 0.252). The results also indicated additivity for different types of cognitive load in the two classrooms. In general, our results demonstrate that video tutorials are a promising form of instructional material, especially to facilitate more effective and deeper learning. [ABSTRACT FROM AUTHOR]

Different Augmented Reality (AR) displays are becoming more commonly used for work since AR promises benefits by offering support, e.g., with additional information or hints. However, most research compares AR with traditional work support, like paper-based or web-based instructions. Since various AR technologies offer device-specific advantages and disadvantages, different AR technologies are more or less suitable to offer support without overwhelming or distracting the worker. Research, therefore, needs to derive empirical results from comparing different AR displays to derive concrete recommendations for action on the use and design of AR for specific contexts. To address this research gap, this experimental study investigates the effect of video-see-through head-mounted AR (Varjo XR-3) vs. handheld AR (Apple iPad) on performance (time and committed failure), motivation, and cognitive load for guided assembly. The study results reveal that both AR displays can successfully guide people in guided assembly tasks. On a descriptive level, the head-mounted AR device reveals slightly better results in terms of time and committed failures. Notably, the impact of technical restrictions on the study results was still evident. Accordingly, further investigation of device-specific differences is of continuing importance. [ABSTRACT FROM AUTHOR]

Use of online video lectures is increasingly common. However, students may struggle to self-regulate their attention and passively process the content. This study examined whether, and for whom, different types of embedded learning prompts improve student learning from video lectures. Undergraduate physics students (N = 253) watched an online, asynchronous physics lecture video as part of their course content. Students were randomly assigned to receive embedded cognitive prompts, metacognitive prompts, or a no-prompt control condition during the video, then took a quiz. A subset of students also reported perceived cognitive load after the video. Overall, students who received cognitive prompts exhibited higher quiz scores than students in the control condition. Scores in the metacognitive prompt condition did not differ from those of either other condition, demonstrating a middling effect. Perceived cognitive load did not differ between conditions. A subset of students additionally completed measures of individual differences in study approaches and metacognitive skills. Students who reported having more disorganized study approaches benefited the most from cognitive prompts. Individual differences in surface/deep processing approaches and metacognitive skills did not interact with prompt condition. These findings detail a simple intervention to increase cognitive engagement during online lectures while not increasing the reported mental effort required. These prompts may be most effective for students who otherwise have difficulty organizing their study time. [ABSTRACT FROM AUTHOR]

When we monitor our learning, often measured via judgments of learning (JOLs), this metacognitive process can change what is remembered. For example, prior work has demonstrated that making JOLs enhances memory for related, but not unrelated, word pairs in younger adults. In the current study, we examined potential age-related differences in metacognitive reactivity. Younger and older adults studied lists of related and unrelated word pairs to remember for a later cued recall test where they would be presented with one of the words from the pair and be asked to recall its associate. Additionally, participants either made a JOL for each pair or had an inter-stimulus interval of equal duration as the JOL period. Results revealed that while making metacognitive judgments did not significantly affect memory in younger adults (i.e., no reactivity), this procedure impaired memory in older adults (i.e., negative reactivity), particularly for unrelated word pairs. Specifically, older adults demonstrated better cued recall when each word was followed by an inter-stimulus interval than when asked to predict the likelihood of remembering each word during the study phase. This may be a consequence of JOLs increasing task demands/cognitive load, which could reduce the elaborative encoding of associations between word pairs in older adults, but older adults' preserved or even enhanced semantic memory may mask negative reactivity for related word pairs. Future work is needed to better understand the mechanisms contributing to the reactivity effects in younger and older adults for different types of to-be-remembered information. [ABSTRACT FROM AUTHOR]

This study aims to investigate the effect of the online flipped learning model (OFLM) when integrated into a mathematics course in an emergency remote teaching process on seventh grade students' academic achievement, their attitudes towards their mathematics course, and their cognitive load. The study was designed as a crossover experimental research model and conducted in two stages. In the first stage, 26 girls constituted the experimental group and 22 boys constituted the control group. In the second stage, the experimental and control groups were switched. In both stages, an academic achievement test was administered to the groups before and after implementation, an attitude test towards the mathematics course was applied to the experimental group before and after each stage, and a cognitive load test was administered to the groups after the live online classes each week. Also, the students' views about OFLM were obtained through qualitative methods. The findings indicate that there is a significant difference between the academic achievement of the experimental and control groups in favour of the experimental group in the first stage. However, in the second stage, no significant difference was found between the groups. Students had a more positive attitude towards the mathematics course when the flipped learning model was used. There was a significant difference in favour of the experimental groups in the cognitive load of the experimental and control groups in both stages except for the first week. This study provides evidence that OFLM contributed positively to the mathematics learning of secondary school students in distance education. [ABSTRACT FROM AUTHOR]

Chinese vocational colleges, under global and educational pressures, encounter challenges in IT integration for English teaching, which risks dampening student motivation due to heightened cognitive load. This study addresses the need to elucidate the mediating role of cognitive load in the relationship between self-efficacy and learning motivation among these students. By integrating Social Cognitive Theory(SCT) and Cognitive Load Theory(CLT), the research employs a structural equation model to analyze survey data, revealing that self-efficacy positively impacts deep and achievement motivation and negatively influences cognitive load, which in turn affects learning motivation. These insights underscore the importance of fostering self-efficacy and managing cognitive load to enhance vocational students' English learning motivation, offering valuable guidance for educational practices and curriculum development in the face of global challenges. [ABSTRACT FROM AUTHOR]

AbstractAR-based product displays are widely used across various applications. While there is extensive research on the comparative advantages of AR over traditional displays, a critical gap persists in understanding the effects of the AR order (AR-first or AR-later) on consumer decision-making. This study reveals that, compared to AR-later display, AR-first display significantly reduces decision-making difficulty. This effect is mediated by cognitive load, moderated by purchase motive, AR vividness and need for cognition. For products associated with hedonic motives, AR with high vividness, and consumers with low need for cognition, the impact of AR order on consumer decision-making difficulty is stronger. Consequently, AR-first can yield many benefits, such as reducing cognitive load and decision-making difficulty. These findings align with and enrich the SEAD framework in AR marketing, offering valuable theoretical and practical insights for further exploring the dynamic mechanisms of AR marketing and optimization of practical applications. [ABSTRACT FROM AUTHOR]

Cognitive load is a critical internal state associated with learners' learning process and significantly influences learning outcomes. With the worldwide popularity of video‐based learning (VBL), tracking real‐time cognitive load variations becomes more and more important for the timely provision of adaptive learning support during the learning process. This study proposed and validated an electroencephalogram (EEG)‐supported approach to tracking real‐time cognitive load variations during continuous VBL. We recruited 108 healthy adult participants to watch a specially designed video lecture with a sequence of interconnected slides of equal length. EEG signals were continuously recorded throughout the session. The video lecture was designed with varying levels of content difficulty (ie, rated from 1 to 5) across slides and was narrated at three different speeds (ie, slow, normal and fast) to induce cognitive load variations. For each slide, the cognitive load was quantified using both subjective ratings (ie, self‐reported difficulty) and an EEG‐derived measure (ie, alpha power). Through linear mixed model analysis, we demonstrated the feasibility of using alpha power to track real‐time cognitive load variations during the continuous VBL process after controlling the effect of mental fatigue. This study provides a foundation for developing learning enhancement technologies that enable the timely provision of adaptive learning support in VBL. Practitioner notes What is already known about this topic Video‐based learning has become a prevailing learning method for the current generation. Tracking the internal learning state of learners is essential for the timely provision of adaptive learning support during the video‐based learning process. Cognitive load is a critical aspect of internal learning state. While EEG has been proven to be valuable in assessing average cognitive load of a task, few studies have investigated the feasibility of utilizing EEG to track real‐time cognitive load variations in a task. What this paper adds An EEG‐supported approach was proposed to track real‐time cognitive load variations in video‐based learning. A high consistency was found between subjective ratings and EEG‐derived measure of cognitive load. The presence of mental fatigue exerted a significant impact on EEG‐derived measure of cognitive load. Implications for practice and/or policy Generative AI can be leveraged to facilitate mass production of lectures required in the approach. Real‐time tracking of cognitive load variations in video‐based learning enables the timely provision of adaptive learning supports. Additional research is warranted to mitigate the effect of mental fatigue on real‐time tracking of cognitive load variations. What is already known about this topic Video‐based learning has become a prevailing learning method for the current generation. Tracking the internal learning state of learners is essential for the timely provision of adaptive learning support during the video‐based learning process. Cognitive load is a critical aspect of internal learning state. While EEG has been proven to be valuable in assessing average cognitive load of a task, few studies have investigated the feasibility of utilizing EEG to track real‐time cognitive load variations in a task. What this paper adds An EEG‐supported approach was proposed to track real‐time cognitive load variations in video‐based learning. A high consistency was found between subjective ratings and EEG‐derived measure of cognitive load. The presence of mental fatigue exerted a significant impact on EEG‐derived measure of cognitive load. Implications for practice and/or policy Generative AI can be leveraged to facilitate mass production of lectures required in the approach. Real‐time tracking of cognitive load variations in video‐based learning enables the timely provision of adaptive learning supports. Additional research is warranted to mitigate the effect of mental fatigue on real‐time tracking of cognitive load variations. [ABSTRACT FROM AUTHOR]

The current teaching mode in geometry mainly focuses on two-dimensional levels, and the teaching tools utilized are static and not interactive. This paper proposes the use of a smart pen for three-dimensional geometry experimental teaching and a multimodal intention understanding and human-computer collaboration algorithm for the smart pen. The primary innovations of this paper lie in the development of a smart pen and a virtual platform for geometry education tailored for geometry experimental instruction. This system can promptly perceive and comprehend user behavior in real-time. Furthermore, a standardized topological equivalence model is proposed as the basis for a point selection strategy. By establishing correspondence between the modeled point selection model and the actual operation scene, the behavioral intent imposed on the model is applied to the operation object of the actual scene. Additionally, CNN-based and information entropy-based multimodal fusion intention understanding models are proposed for different input modalities to capture the operational intention of users by fusing their multimodal input data. The algorithm further improves the accuracy rate through an error correction mechanism based on implicit interaction to achieve better human-computer collaboration. The algorithm proposed in this paper has resulted in a 0.47-second improvement in point selection average time and achieved an intent understanding accuracy of 98.21%. This improvement leads to better fault tolerance and fluency during human-computer interaction, reduces the cognitive load on the user, and improves the overall user experience. [ABSTRACT FROM AUTHOR]

We investigate the utility of functional near-infrared spectroscopy (fNIRS) for workload-based adaptive automation through the lens of multiple resource theory. We focus on the criteria of unobtrusiveness, responsiveness, load sensitivity (low vs high load), and load diagnosticity (differentiating types of load). We report a large meta-review, in which we conclude that only a few studies were suitable for evaluating sensitivity and diagnosticity in complex real-world tasks. While these reveal that the fNIRS signal is adequately sensitive to gradations of load level changes (sensitivity), the diagnosticity of fNIRS to different sources of cognitive load remained uncertain. We manipulated mental load of a complex shape sorting task via working memory load (WM) and visual perceptual load (VL), while a secondary auditory task was present throughout. We measured the effect of these manipulations at the group-level using conventional secondary and eyetracking workload measures, as well as hemodynamic response in specific functional regions in the brain, including regions involved in multi-tasking (MT), VL, WM, and auditory load (AL). Our findings revealed that fNIRS is both sensitive and diagnostic to load in complex tasks, with greater sensitivity revealed by deoxyhemoglobin than oxyhemoglobin and the brain regions associated with diagnosticity align with neuroscience literature on perceptual load, WM, and goal-directed multitasking. [ABSTRACT FROM AUTHOR]

AbstractIntroductionMethodsResultsConclusionThis study aims to assess whether electroencephalogram (EEG) spectral power change scores (e.g. task spectral power subtracted from resting state spectral power) across three different frequency bands, alpha (8–12 Hz), theta (4–7 Hz), and beta (13–30 Hz), predicts self-reported attention-deficit hyperactivity disorder (ADHD) symptoms using the Adult ADHD Self-Report Scale (ASRS) over and above self-reported executive function (EF) abilities using the Behavior Rating Inventory of Executive Function (BRIEF-A) Global Executive Composite (GEC) T-scores for adults.Data were collected at a rural, mid-sized southeastern university (N = 52) and participants received course credit for participation. Participants self-reported ADHD symptoms and EF abilities before completing eyes open resting state and the attention network test (ANT), a common flanker task that measures ability to orient attention, stay alert, and resolve conflict (i.e. distractor arrows) while recording EEG spectral power at electrodes F3 and F4. Bivariate correlations determine associations between EEG measures and self-reported ADHD symptoms and EF abilities. Linear regressions were used to assess whether EEG change scores were predictive of ADHD symptoms over and above EF abilities.High correlation coefficients were found only when comparing the ASRS and BRIEF-A GEC T-scores (r = .822, p <.001). Regression analyses produced significant results indicating EEG spectral change scores were predictive of ADHD symptoms, over and above GEC T-Scores, for the alpha band but not the theta and beta bands. Additionally, we found an inverse relationship when comparing change scores in the alpha band across the right (F4) and left (F3) hemispheres supporting the theory of frontal asymmetry for individuals with increased ADHD symptoms.This study is the first to assess the predictive ability of EEG spectral power change scores in predicting ADHD symptoms, which are not solely explained by deficits in executive control. Past research has indicated significant differences when comparing task and resting state spectral power indicating change scores might have some utility in measuring cognitive load, specifically in the alpha band, which has been associated with inhibition, working memory, and anticipation of stimuli. Further research should be conducted to assess the utility change scores might have in providing an objective measure related to a clinical population with ADHD. [ABSTRACT FROM AUTHOR]

Introduction: During mental rotation tasks, it is assumed that participants visualize a rotation of objects in their minds (internal visualization), but mental rotation has also been linked to the visible rotation of objects on a screen (external visualization). The angular disparity in mental rotation also influences postural sway, the movements of the body center. Postural sway is thus suspected as one type of indirect measurement of the rotation process. We compare the external visualization of rotation with the suspected internal visualization during mental rotation tasks. We suspect both are similar and thus produce a comparable effect on postural sway. Methods: One hundred and fifty participants completed three rotation tasks with cube figures, two of which were aided by external visualization. Their center of pressure was measured throughout. The effects of external visualization, angular disparity, and their interaction on postural sway were compared using Bayesian statistics and a decision boundary of 3 or 1/3. Results and discussion: The results indicate no differences between conditions for all postural sway parameters. We observe differences between conditions in cognitive load and reaction time. However, as these partially also differ between the two external visualization conditions and do not transfer to differences between the postural sway parameters, the underlying processes in the three conditions are likely similar. Our results support the notion that the visualization of rotation is central to postural sway during mental rotation. This further supports that the rotation process of the external visualization and mental rotation are similar and thus that stimuli are indeed rotated mentally during mental rotation tasks. Our results further support that the common process between mental and manual rotation lies in the visualization instead of mental rotation being an imagined motor action. Because visual control and feedback play an essential role in many motor tasks, the results could also be of further interest for a more general link between motor and cognitive tasks and bidirectional benefits through the construction of visual similarities. [ABSTRACT FROM AUTHOR]

Featured Application: The present study's findings are instrumental for clinicians and rehabilitation specialists in enhancing the therapeutic approaches for individuals afflicted with functional ankle instability (FAI). The distinct biomechanical adjustments, particularly the increased plantarflexion angle under a cognitive load, suggest that targeted interventions should address the ankle joint's dynamic stability. Rehabilitation programs can be enriched by integrating dual-task training scenarios that simulate the cognitive demands of real-world activities, thereby fostering improved motor control and proprioceptive awareness in FAI individuals. These insights also advocate for the customization of training environments, where both the physical and cognitive elements are manipulated to challenge and reinforce the adaptive mechanisms, ultimately aiming to improve the functional outcomes and reduce the predisposition to recurrent injuries in this population. This study aimed to evaluate the biomechanics of single-leg drop landing in individuals with functional ankle instability (FAI) during cognitive tasks, contrasting these findings with those of healthy controls to provide insights for evidence-based rehabilitation strategies. Fifteen FAI participants, identified using clinical tools, were age- and activity-matched with controls. They performed drop landings with and without a cognitive task, and the data were analyzed using a 2 × 2 mixed ANOVA. At the initial ground contact (IC), the FAI group's affected side showed a significantly smaller plantarflexion angle than the control group (p = 0.008). With cognitive tasks, this angle increased in the FAI group (p = 0.005). The FAI group also had larger knee flexion at contact (p = 0.002) and greater knee valgus at peak vertical ground reaction force (vGRF) (p = 0.027). They exhibited a higher peak vGRF, shorter time to peak vGRF (T-vGRF), and higher loading rate (LR) (all p < 0.05). No differences were found in other variables (p > 0.05). This study shows that FAI individuals make specific biomechanical adjustments under cognitive tasks, notably increased plantarflexion at IC, suggesting reactive compensations. Despite similar motor control to controls, this may reflect long-term adaptations rather than equal proficiency. [ABSTRACT FROM AUTHOR]

Pre-recorded lectures have become a prevalent approach in online education due to the proliferation of MOOC platforms and the COVID-19 pandemic. However, due to the lack of real-time interactions between instructors and learners, learners have encountered various difficulties in understanding the lectures and actively engaging with the learning materials. Therefore, various attempts have been made to aid learning by revealing the cues of the instructor, including countenance, digital pointer, and gaze, in video lectures. Nevertheless, the current body of research still lacks a comprehensive exploration of these non-verbal cues, critical for understanding and enhancing the learning experience. Consequently, recent studies on visualization even with novel cues often fail to match the learners' needs. Therefore, in this paper, we explore the impact of instructors' non-verbal cues, focusing on the countenance, digital pointer, and gaze, in video lectures and introduce a novel gaze visualization called Elements-aware Gaze. First, we determine learners' design preferences and optimize design parameters for Elements-aware Gaze. Afterward, we analyze the usability, workload, and cognitive load of non-verbal cues in video lectures through a user study with 37 subjects. The findings highlight the practicality of the Digital Pointer and the effectiveness of Elements-aware Gaze, recognized for its utility and engaging learning experience while minimizing the workload in video lectures. Finally, our results emphasize the importance of thoughtful design and strategic integration of non-verbal cues in video lectures, providing a valuable foundation for enhancing remote learning experiences in the evolving online education landscape. [ABSTRACT FROM AUTHOR]

There is increasing educational interest in immersive virtual reality (IVR) applications which aid student learning and performance. However, few empirical studies have investigated the potential for implementing the technology in middle-school social studies classrooms. This study employed a quasi-experimental approach to address this issue, using pre- and post-test evaluations to measure academic achievement, and questionnaires to examine cognitive load and sense-of-presence. 48 seventh-grade students participated, split evenly between experimental and control groups. The experimental group received a systematic set of IVR-based social studies lessons via Head-Mounted Displays, while the control group covered identical content conventionally. Experimental group participants attained higher academic achievement with lower cognitive loading than control group students. The experimental group also experienced high levels of multimodal presence (physical, social, and self). This study yielded empirical evidence demonstrating the potential benefits which IVR offers social studies education. Furthermore, it provides an example for how effective, IVR-based social studies lessons can be developed. [ABSTRACT FROM AUTHOR]

Regular on-site inspection is crucial for promptly detecting faults in water supply networks (WSNs) and auxiliary facilities, significantly reducing leakage risks. However, the fragmentation of information and the separation between virtual and physical networks pose challenges, increasing the cognitive load on inspectors. Furthermore, due to the lack of real-time computation in current research, the effectiveness in detecting anomalies, such as leaks, is limited, hindering its ability to provide immediate and direct-decision support for inspectors. To address these issues, this research proposes a mixed reality (MR) inspection method that integrates multi-source information, combining building information modeling (BIM), Internet of Things (IoT), monitoring data, and numerical simulation technologies. This approach aims to achieve in situ visualization and real-time computational capabilities. The effectiveness of the proposed method is demonstrated through case studies, with user feedback confirming its feasibility. The results indicate improvements in inspection task performance, work efficiency, and standardization compared to traditional mobile terminal-based methods. [ABSTRACT FROM AUTHOR]

This paper aims to assess the difficulty levels of mathematical tasks in relation to the appearance of unconscious patterns of thinking in students' cognitive processes that play a role in learning. The data analyzed using a mixed-methods approach was collected from a population of undergraduate engineering and science students enrolled in Calculus courses at the university while answering three questionnaires as part of their online class activities. Two criteria were used to find categories of difficulty levels: one subjective, given by an evaluation carried out by the subjects, and another behavioral, related to obtaining the correct answers. The relationships of these criteria with the appearance of these unconscious patterns of thinking were identified: a significant and strong correlation was noticed between the number of erroneous unconscious patterns detected and task difficulty levels determined by the percentage of correct answers, as well as a significant and strong correlation between task difficulty levels determined by the subjective evaluation and the number of these patterns recognized. Based on the results obtained, it can be stated that these unconscious erroneous patterns in students' reasoning about a mathematical concept are related to the index of the difficulty of a task and could be considered indicators of mental effort according to the cognitive load theory. The analysis showed the recognition of these unconscious patterns in students' cognitive mechanisms is relevant when solving mathematical tasks that require information processing at a higher level and could play a role in assessing the difficulty levels of a task related to the study of mathematical concepts in Calculus courses, which constitutes the main novelty of this study. [ABSTRACT FROM AUTHOR]

Introduction: The Dominican Republic, due to its nature as a Small Island Developing State (SIDS), faces several challenges in the face of extreme weather phenomena such as hurricanes. Therefore, integrating technologies such as Augmented Reality (AR) in teaching these topics in class can influence student motivation and improve learning. Aim: This article has three objectives: 1) to evaluate the learning results of the participating students using the pre-test and post-test methodology; 2) to find out the cognitive load it produces in the participating students and 3) to analyze the relationships between the different types of cognitive load. Methodology: It has a quantitative approach, with a quasi-experimental design using the pre-test-post-test technique. It was carried out between May and July 2024 and consists of a non-probabilistic sample (N = 45). In addition, the student's cognitive load was measured when interacting with the AR object, in its three types: internal, external, and relevant. Results: When comparing the results of the pre-test and post-test, we obtained average values of 3.84 with a high level of variability and 4.75, with less dispersion in the answers. On the other hand, the cognitive load instrument shows high levels of internal consistency with 0.93 for the total instrument. The strongest correlation, 0.93, was obtained between external cognitive load and mental effort invested. Conclusions: The hypothesis has been tested: participating students have better learning outcomes about hurricanes (tropical cyclones) after interacting with the learning object in AR format. [ABSTRACT FROM AUTHOR]

The purpose of this demonstration study was to determine the effect of prior experiences and gender on cognitive demands at the initial educational technology experience. The task of drone operation was selected as a novel educational technological tool and videogame use was determined to be a tangential prior experience. Through the framework of embodied cognition, the NASA Task Load Index was used to measure cognitive demand. Practicing middle- and high-school science teachers were recruited to participate in this study. Participants operated drones at three instances over two weeks. An additional challenging task was also presented. A mixed ANOVA suggested a significant interaction between videogame use and time: F(2, 28) = 3.77, p < 0.05. A significant interaction between gender and time was also observed: F(2, 29) = 3.72, p < 0.05. For both prior experience and gender, the differences were observed at the first instance of drone operation and not at subsequent trials. Results suggest prior experience and gender may only affect cognitive load at the initial experience and leveling of cognitive load occurs with continued practice. These findings can support an educator's planning for drone-based activities and help to mitigate the stigma of gender differences regarding technology use. Additionally, these findings support the need to examine and enhance related and transferable skills, such as hand–eye coordination and spatial thinking, to lessen cognitive load at the initial educational experience. [ABSTRACT FROM AUTHOR]

Background Approach Evaluation Implications This paper explores the use of the Anticipate‐Plan‐Pause Clinical Reasoning (APP CR) Tool to enhance clinical reasoning (CR) in Doctor of Physical Therapy (DPT) students. Current pedagogical methods often inadequately integrate CR abilities in a manner that is both engaging and effective.Drawing on several theoretical frameworks, the APP CR Tool was integrated into an interactive module for DPT students, aiming to improve CR abilities while reducing cognitive load and stress during high‐stakes simulations. A randomised controlled trial was conducted with nine DPT students, divided into a control group (n = 5) and an intervention group (n = 4). Both groups used an interactive module with case‐based scenarios, but only the intervention group used the APP CR Tool.Improvements in CR abilities and reduced stress and cognitive load were observed in both groups. However, statistical analysis revealed no significant differences between the groups. Despite this, a trend toward greater improvements in CR abilities was noted in the intervention group (p = 0.084). Further research is needed to validate these findings and refine the tool.The APP CR Tool shows potential for enhancing CR in DPT students, although its current application may require refinement to achieve statistically significant results. Educators should consider iterative improvements to the tool and its curriculum integration to better support CR development. [ABSTRACT FROM AUTHOR]

Biosensing techniques are progressing rapidly, promising the emergence of sophisticated virtual reality (VR) headsets with versatile biosensing enabling an objective, yet unobtrusive way to monitor the user's physiology. Additionally, modern artificial intelligence (AI) methods provide interpretations of multimodal data to obtain personalised estimations of the users' oculomotor behaviour, visual perception, and cognitive state, and their possibilities extend to controlling, adapting, and even creating the virtual audiovisual content in real-time. This article proposes a visionary approach for personalised virtual content adaptation via novel and precise oculomotor feature extraction from a freely moving user and sophisticated AI algorithms for cognitive state estimation. The approach is presented with an example use-case of a VR flight simulation session explaining in detail how cognitive workload, decrease in alertness level, and cybersickness symptoms could be modified in real-time by using the methods and embedded stimuli. We believe the envisioned approach will lead to significant cost savings and societal impact and will thus be a necessity in future VR setups. For instance, it will increase the efficiency of a VR training session by optimizing the task difficulty based on the user's cognitive load and decrease the probability of human errors by guiding visual perception via content adaptation. [ABSTRACT FROM AUTHOR]

Introduction: Worked examples support initial skill acquisition. They often show skill application on content knowledge from another, "exemplifying" domain (e.g., argumentation skills have to be applied to some contents). Although learners' focus should remain on the skill, learners need to understand the content knowledge to benefit from worked examples. Previous studies relied on exemplifying domains that are familiar and contain simple topics, to keep learners' focus on skill acquisition. Aim: We examined whether using a relevant exemplifying domain would allow learners to acquire both skills and content knowledge simultaneously, or whether relevant content distracts from the main learning goal of skill acquisition. Methods and results: In a training study with 142 psychology students, we used example-based learning materials with an exemplifying domain that was either relevant or irrelevant for participants' course outcomes. We assessed cognitive load, declarative knowledge about skills and course-related content knowledge, and argumentation quality. Incorporating relevant content knowledge in worked examples did not reduce learning outcomes compared to a condition using an irrelevant exemplifying domain. Discussion: Contrary to previous research, the results suggest that worked examples with a relevant exemplifying domain could possibly be an efficient teaching method for fostering skills and content knowledge simultaneously. [ABSTRACT FROM AUTHOR]

Self-regulatory and metacognitive instruction regarding student conceptions can help students become metacognitively (or more specifically, metaconceptually) aware of their conceptions and self-regulate their intuitive conceptions in scientific contexts when they are not appropriate. Two approaches have been found effective in enhancing conceptual knowledge: (a) self-assessing one's conceptions and (b) acquiring conditional metaconceptual knowledge about why and in which contexts specific conceptions are appropriate or not. However, it is unclear how these approaches influence other cognitive and affective variables, such as self-efficacy and cognitive load. Nevertheless, it is essential to investigate whether making students aware of their intuitive conceptions affects their self-efficacy and to what extent reflecting on one's conceptions requires additional (meta-)cognitive resources. Thus, we conducted an experimental intervention study using a 2×2 factorial design with N = 602 upper secondary biology students. Becoming metaconceptually aware of one's (intuitive) conceptions did not lower students' self-efficacy but enabled more accurate beliefs about their abilities. However, the self-assessment increased mental load, which partly suppressed the beneficial effect of the self-assessment on conceptual knowledge. In contrast, the instruction on conditional metaconceptual knowledge did not result in higher mental load and, thus, aligned more with students' cognitive capacities. Furthermore, students with more pronounced general metaconceptual thinking reported lower mental load, implying that regular instruction focusing on metaconceptual thinking may reduce load. Thus, it is suggested to continuously promote students' metaconceptual thinking and to embed metaconceptual activities (e.g., self-assessments) repeatedly across longer instructional units. [ABSTRACT FROM AUTHOR]