ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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Description
This study explored three methods to measure cognitive load in a learning environment using four logic puzzles that systematically varied in level of intrinsic cognitive load. Participants' perceived intrinsic load was simultaneously measured with a self-report measure--a traditional subjective measure--and two objective, physiological measures based on eye-tracking and EEG technology. In addition to gathering self-report, eye-tracking data, and EEG data, this study also captured data on individual difference variables and puzzle performance. Specifically, this study addressed the following research questions: 1. Are self-report ratings of cognitive load sensitive to tasks that increase in level of intrinsic load? 2. Are physiological measures sensitive to tasks that increase in level of intrinsic load? 3. To what extent do objective physiological measures and individual difference variables predict self-report ratings of intrinsic cognitive load? 4. Do the number of errors and the amount of time spent on each puzzle increase as the puzzle difficulty increases? Participants were 56 undergraduate students. Results from analyses with inferential statistics and data-mining techniques indicated features from the physiological data were sensitive to the puzzle tasks that varied in level of intrinsic load. The self-report measures performed similarly when the difference in intrinsic load of the puzzles was the most varied. Implications for these results and future directions for this line of research are discussed.
ContributorsJoseph, Stacey (Author) / Atkinson, Robert K (Thesis advisor) / Johnson-Glenberg, Mina (Committee member) / Nelson, Brian (Committee member) / Klein, James (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this study was to investigate the impact of immersion on knowledge, cognitive load, and presence in a simulation designed to deliver a lesson on science lab safety training. 108 participants were randomly assigned to one of three conditions: high immersion (played an interactive simulation about lab safety in a VR headset), medium immersion (played the same interactive simulation on the computer), or low immersion (watched a video and read about lab safety procedures). Participants completed a pretest, a science lab safety training, a posttest (same as the pretest), a questionnaire with subjective presence questions, and a questionnaire with subjective cognitive load questions. Participants were again asked to complete a follow-up test (same as the pretest and posttest) a week later.
The results revealed three significant findings:
(a) Participants in the high and medium immersion conditions had significantly higher knowledge scores at posttest and follow-up than their peers in the low immersion condition,
(b) Participants in the high and medium immersion conditions reported higher presence scores than participants in the low immersion conditions.
(c) Correlation coefficients suggested that the higher the immersion and presence, the higher the knowledge scores are at posttest and follow-up.
In addition, multiple hierarchical linear regression models were conducted out of which one was significant.
The results revealed three significant findings:
(a) Participants in the high and medium immersion conditions had significantly higher knowledge scores at posttest and follow-up than their peers in the low immersion condition,
(b) Participants in the high and medium immersion conditions reported higher presence scores than participants in the low immersion conditions.
(c) Correlation coefficients suggested that the higher the immersion and presence, the higher the knowledge scores are at posttest and follow-up.
In addition, multiple hierarchical linear regression models were conducted out of which one was significant.
ContributorsSavvides, Philippos (Author) / Nelson, Brian (Thesis advisor) / Johnson-Glenberg, Mina (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2018