Matching Items (23)
Filtering by
- All Subjects: Cognitive Psychology
- All Subjects: User Experience
- Creators: Branaghan, Russell
Description
Multimodal presentations have been found to facilitate learning, however, may be a disadvantage for low spatial ability students if they require spatial visualization. This disadvantage stems from their limited capacity to spatially visualize and retain information from both text and diagrams for integration. Similarly, working memory capacity (WMC) likely plays a key role in a learner's ability to retain information presented to them via both modalities. The present study investigated whether or not the act of self-explaining helps resolve deficits in learning caused by individual differences in spatial ability, working memory capacity, and prior knowledge when learning with text, or text and diagrams. No interactions were found, but prior knowledge consistently predicted performance on like posttests. The author presents methodological and theoretical explanations as to the null results of the present study.
ContributorsGutierrez, Pedro J (Author) / Craig, Scotty D. (Thesis advisor) / Branaghan, Russell (Committee member) / Sanchez, Cristopher (Committee member) / Arizona State University (Publisher)
Created2014
Description
Research on priming has shown that a stimulus can cause people to behave according to the stereotype held about the stimulus. Two experiments were conducted in which the effects of elderly priming were tested by use of a driving simulator. In both experiments, participants drove through a simulated world guided by either an elderly or a younger female voice. The voices told the participants where to make each of six turns. Both experiments yielded slower driving speeds in the elderly voice condition. The effect was universal regardless of implicit and explicit attitudes towards elderly people.
ContributorsFoster, L Bryant (Author) / Branaghan, Russell (Thesis advisor) / Becker, David (Committee member) / Cooke, Nancy J. (Committee member) / Arizona State University (Publisher)
Created2012
Description
The International Standards Organization (ISO) documentation utilizes Fitts’ law to determine the usability of traditional input devices like mouse and touchscreens for one- or two-dimensional operations. To test the hypothesis that Fitts’ Law can be applied to hand/air gesture based computing inputs, Fitts’ multi-directional target acquisition task is applied to three gesture based input devices that utilize different technologies and two baseline devices, mouse and touchscreen. Three target distances and three target sizes were tested six times in a randomized order with a randomized order of the five input technologies. A total of 81 participants’ data were collected for the within subjects design study. Participants were instructed to perform the task as quickly and accurately as possible according to traditional Fitts’ testing procedures. Movement time, error rate, and throughput for each input technology were calculated.
Additionally, no standards exist for equating user experience with Fitts’ measures such as movement time, throughput, and error count. To test the hypothesis that a user’s experience can be predicted using Fitts’ measures of movement time, throughput and error count, an ease of use rating using a 5-point scale for each input type was collected from each participant. The calculated Mean Opinion Scores (MOS) were regressed on Fitts’ measures of movement time, throughput, and error count to understand the extent to which they can predict a user’s subjective rating.
Additionally, no standards exist for equating user experience with Fitts’ measures such as movement time, throughput, and error count. To test the hypothesis that a user’s experience can be predicted using Fitts’ measures of movement time, throughput and error count, an ease of use rating using a 5-point scale for each input type was collected from each participant. The calculated Mean Opinion Scores (MOS) were regressed on Fitts’ measures of movement time, throughput, and error count to understand the extent to which they can predict a user’s subjective rating.
ContributorsBurno, Rachael A (Author) / Wu, Bing (Thesis advisor) / Cooke, Nancy J. (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2015
Description
Medical errors are now estimated to be the third leading cause of death in the United States (Makary & Daniel, 2016). Look-alike, sound- alike prescription drug mix-ups contribute to this figure. The US Food and Drug Administration (FDA) and Institute for Safe Medication Practices (ISMP) have recommended the use of Tall Man lettering since 2008, in which dissimilar portions of confusable drug names pairs are capitalized in order to make them more distinguishable. Research on the efficacy of Tall Man lettering in differentiating confusable drug name pairs has been inconclusive and it is imperative to investigate potential efficacy further considering the clinical implications (Lambert, Schroeder & Galanter, 2015). The present study aimed to add to the body of research on Tall Man lettering while also investigating another possibility for the mechanism behind Tall Man’s efficacy, if it in fact exists. Studies indicate that the first letter in a word offers an advantage over other positions, resulting in more accurate and faster recognition (Adelman, Marquis & Sabatos-DeVito, 2010; Scaltritti & Balota, 2013). The present study used a 2x3 repeated measures design to analyze the effect of position on Tall Man lettering efficacy. Participants were shown a prime drug, followed by a brief mask, and then either the same drug name or its confusable pair and asked to identify whether they were the same or different. All participants completed both lowercase and Tall Man conditions. Overall performance measured by accuracy and reaction time revealed lowercase to be more effective than Tall Man. With regard to the position of Tall Man letters, a first position advantage was seen both in accuracy and reaction time. A first position advantage was seen in the lowercase condition as well, suggesting the location of the differing portion of the word matters more than the format used. These findings add to the body of inconclusive research on the efficacy of Tall Man lettering in drug name confusion. Considering its impact on patient safety, more research should be conducted to definitively answer the question as to whether or not Tall Man should be used in practice.
ContributorsKnobloch, Ashley (Author) / Branaghan, Russell (Thesis advisor) / Cooke, Nancy J. (Committee member) / Gray, Robert (Committee member) / Arizona State University (Publisher)
Created2017
Description
Color as a communication medium plays an important role in conveying meaning. It has been identified as a major element in marketing and advertising, and has shown to influence consumer's emotions (Labrecque & Milne, 2012). Despite the large volume of color-centered research, the literature on the subject remains largely abstract and unreliable. Academic research on the impact of color on brand personality it is still in its early stages of investigation, and therefore fragmented and inadequate. The goal of this study is to identify and visually represent patterns of association between colors and specific brand personality traits. We hypothesized that such patterns exist, although the exact associations are difficult to predict. If such patterns are found, they can assist in creating a valuable design tool with wide range of applications in product design, manufacturing, and marketing.
ContributorsToteva, Maya (Author) / Branaghan, Russell (Thesis advisor) / Gray, Rob (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2017
Description
Multimedia educational technologies have increased their presence in traditional and online classrooms over the course of the previous decade. These tools hold value and can promote positive learning outcomes but are reliant on students’ degree of cognitive engagement and self-regulation. When students are not cognitively engaged or have low self-regulation capabilities, their interaction with the technology becomes less impactful because of decreased learning outcomes. Building or altering technologies to cognitively engage students is costly and timely; the present study investigates if introducing higher agency roles, to change the role of the student, increases learning outcomes. Specifically, this study investigates if higher agency roles of a designer or teacher enhances cognitive engagement and improves learning when compared to the conventional role of a learner. Improved learning outcomes were observed from the pretest to posttest for the learner, designer, and teacher role. Participants engaged with higher agency roles did not demonstrate more growth from pretest to posttest when compared to the control group, but participants in the teacher role outperformed those in the designer role. Additionally, reading ability did not impact learning gains across groups. While students who engaged with higher agency roles did not achieve greater learning outcomes than students in the control group, results indicate a learning effect across groups. Results of this study suggest that it was underpowered. Further research is needed to determine the extent of the impact that higher agency roles have on learning outcomes.
ContributorsNovak, Kyrsten (Author) / Roscoe, Rod (Thesis advisor) / Branaghan, Russell (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2018
Description
Providing the user with good user experience is complex and involves multiple factors. One of the factors that can impact the user experience is animation. Animation can be tricky to get right and needs to be understood by designers. Animations that are too fast might not accomplish anything and having them too slow could slow the user down causing them to get frustrated.
This study explores the subject of animation and its speed by trying to answer the following questions – 1) Do people notice whether an animation is present 2) Does animation affect the enjoyment of a transition? and 3) If animation does affect enjoyment, what is the effect of different animation speeds?
The study was conducted using 3 prototypes of an application to order bottled water in which the transitions between different brands of bottled water were animated at 0ms, 300ms and 650ms. A survey was conducted to see if the participants were able to spot any difference between the prototypes and if they did, which one they preferred.
It was found that most people did not recognize any difference between the prototypes. Even people who recognized a difference between the prototypes did not have any preference of speed.
This study explores the subject of animation and its speed by trying to answer the following questions – 1) Do people notice whether an animation is present 2) Does animation affect the enjoyment of a transition? and 3) If animation does affect enjoyment, what is the effect of different animation speeds?
The study was conducted using 3 prototypes of an application to order bottled water in which the transitions between different brands of bottled water were animated at 0ms, 300ms and 650ms. A survey was conducted to see if the participants were able to spot any difference between the prototypes and if they did, which one they preferred.
It was found that most people did not recognize any difference between the prototypes. Even people who recognized a difference between the prototypes did not have any preference of speed.
ContributorsIjari, Kusum (Author) / Branaghan, Russell (Thesis advisor) / Chiou, Erin (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2019
Description
The current study investigated the task of coloring static images with multimedia learning to determine the impact on retention and transfer scores. After watching a multimedia video on the formation of lightning participants were assigned to either a passive, active, or constructive condition based on the ICAP Framework. Participants colored static images on key concepts from the video, passive condition observed the images, active condition colored the images by applying the concepts, and the constructive condition colored the images by generating new ideas and concepts. The study did not support the hypothesis that the constructive condition would have increased retention and transfer scores over the active and passive conditions. The mental effort measures did not show significance among groups in relation to learning but perception measures did show an increase in participants enjoyment and engagement. Since the coloring craze has become more accepted for adults then could coloring be a way to increase participants learning through engagement.
ContributorsWilliams, Jennifer S (Author) / Craig, Scotty D. (Thesis advisor) / Roscoe, Rod (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2018
Description
Highly automated vehicles require drivers to remain aware enough to takeover
during critical events. Driver distraction is a key factor that prevents drivers from reacting
adequately, and thus there is need for an alert to help drivers regain situational awareness
and be able to act quickly and successfully should a critical event arise. This study
examines two aspects of alerts that could help facilitate driver takeover: mode (auditory
and tactile) and direction (towards and away). Auditory alerts appear to be somewhat
more effective than tactile alerts, though both modes produce significantly faster reaction
times than no alert. Alerts moving towards the driver also appear to be more effective
than alerts moving away from the driver. Future research should examine how
multimodal alerts differ from single mode, and see if higher fidelity alerts influence
takeover times.
during critical events. Driver distraction is a key factor that prevents drivers from reacting
adequately, and thus there is need for an alert to help drivers regain situational awareness
and be able to act quickly and successfully should a critical event arise. This study
examines two aspects of alerts that could help facilitate driver takeover: mode (auditory
and tactile) and direction (towards and away). Auditory alerts appear to be somewhat
more effective than tactile alerts, though both modes produce significantly faster reaction
times than no alert. Alerts moving towards the driver also appear to be more effective
than alerts moving away from the driver. Future research should examine how
multimodal alerts differ from single mode, and see if higher fidelity alerts influence
takeover times.
ContributorsBrogdon, Michael A (Author) / Gray, Robert (Thesis advisor) / Branaghan, Russell (Committee member) / Chiou, Erin (Committee member) / Arizona State University (Publisher)
Created2018
Description
Previous literature was reviewed in an effort to further investigate the link between notification levels of a cell phone and their effects on driver distraction. Mind-wandering has been suggested as an explanation for distraction and has been previously operationalized with oculomotor movement. Mind-wandering’s definition is debated, but in this research it was defined as off task thoughts that occur due to the task not requiring full cognitive capacity. Drivers were asked to operate a driving simulator and follow audio turn by turn directions while experiencing each of three cell phone notification levels: Control (no texts), Airplane (texts with no notifications), and Ringer (audio notifications). Measures of Brake Reaction Time, Headway Variability, and Average Speed were used to operationalize driver distraction. Drivers experienced higher Brake Reaction Time and Headway Variability with a lower Average Speed in both experimental conditions when compared to the Control Condition. This is consistent with previous research in the field of implying a distracted state. Oculomotor movement was measured as the percent time the participant was looking at the road. There was no significant difference between the conditions in this measure. The results of this research indicate that not, while not interacting with a cell phone, no audio notification is required to induce a state of distraction. This phenomenon was unable to be linked to mind-wandering.
ContributorsRadina, Earl (Author) / Gray, Robert (Thesis advisor) / Chiou, Erin (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2019