Matching Items (3)
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- All Subjects: Eye Tracking
- Creators: Atkinson, Robert
- Creators: Coyan, Joshua
Description
Geoscience educators commonly teach geology by projecting a photograph in front of the class. Geologic photographs often contain animals, people, and inanimate objects that help convey the scale of features in the photograph. Although scale items seem innocuous to instructors and other experts, the presence of such items is distracting and has a profound effect on student learning behavior. To evaluate how students visually interact with distracting scale items in photographs and to determine if cueing or signaling is an effective means to direct students to pertinent information, students were eye tracked while looking at geologically-rich photographs. Eye-tracking data revealed that learners primarily looked at the center of an image, focused on faces of both humans and animals if they were present, and repeatedly returned to looking at the scale item (distractor) for the duration an image was displayed. The presence of a distractor caused learners to look at less of an image than when a distractor was not present. Learners who received signaling tended to look at the distractor less, look at the geology more, and surveyed more of the photograph than learners who did not receive signaling. The San Antonio area in the southern part of the Baja California Peninsula is host to hydrothermal gold deposits. A field study, including drill-core analysis and detailed geologic mapping, was conducted to determine the types of mineralization present, the types of structures present, and the relationship between the two. This investigation revealed that two phases of mineralization have occurred in the area; the first is hydrothermal deposition of gold associated with sulfide deposits and the second is oxidation of sulfides to hematite, goethite, and jarosite. Mineralization varies as a function of depth, whereas sulfides occurring at depth, while minerals indicative of oxidation are limited to shallow depths. A structural analysis revealed that the oldest structures in the study area include low-grade to medium-grade metamorphic foliation and ductile mylonitic shear zones overprinted by brittle-ductile mylonitic fabrics, which were later overprinted by brittle deformation. Both primary and secondary mineralization in the area is restricted to the later brittle features. Alteration-bearing structures have an average NNW strike consistent with northeast-southwest-directed extension, whereas unaltered structures have an average NNE strike consistent with more recent northwest-southeast-directed extension.
ContributorsCoyan, Joshua (Author) / Reynolds, Stephen (Thesis advisor) / Arrowsmith, Ramon (Committee member) / Chi, Michelene (Committee member) / Piburn, Michael (Committee member) / Semken, Steven (Committee member) / Arizona State University (Publisher)
Created2011
Description
The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load and intrinsic motivation, as well as the potential interaction between the two factors in a multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N = 21) to one of the six experimental conditions in a 2 X 3 factorial design with visual cueing (visual cues vs. no cues) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. They completed a pretest, subjective cognitive load questions, intrinsic motivation questions, and a posttest during the course of the experience. A subsample (49 out of 126) of the participants' eye movements were tracked by an eye tracker. The results revealed that (a) participants presented with visually cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations; and (b) cognitive load and intrinsic motivation had different impacts on learning in multimedia due to the moderation effect of visual cueing. There were no other significant findings in terms of learning outcomes, cognitive load, intrinsic motivation, and eye movements. Limitations, implications and future directions are discussed within the framework of cognitive load theory, cognitive theory of multimedia learning and cognitive-affective theory of learning with media.
ContributorsLin, Lijia (Author) / Atkinson, Robert (Thesis advisor) / Nelson, Brian (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2011
Description
Lie detection is used prominently in contemporary society for many purposes such as for pre-employment screenings, granting security clearances, and determining if criminals or potential subjects may or may not be lying, but by no means is not limited to that scope. However, lie detection has been criticized for being subjective, unreliable, inaccurate, and susceptible to deliberate manipulation. Furthermore, critics also believe that the administrator of the test also influences the outcome as well. As a result, the polygraph machine, the contemporary device used for lie detection, has come under scrutiny when used as evidence in the courts. The purpose of this study is to use three entirely different tools and concepts to determine whether eye tracking systems, electroencephalogram (EEG), and Facial Expression Emotion Analysis (FACET) are reliable tools for lie detection. This study found that certain constructs such as where the left eye is looking at in regard to its usual position and engagement levels in eye tracking and EEG respectively could distinguish between truths and lies. However, the FACET proved the most reliable tool out of the three by providing not just one distinguishing variable but seven, all related to emotions derived from movements in the facial muscles during the present study. The emotions associated with the FACET that were documented to possess the ability to distinguish between truthful and lying responses were joy, anger, fear, confusion, and frustration. In addition, an overall measure of the subject's neutral and positive emotional expression were found to be distinctive factors. The implications of this study and future directions are discussed.
ContributorsSeto, Raymond Hua (Author) / Atkinson, Robert (Thesis director) / Runger, George (Committee member) / W. P. Carey School of Business (Contributor) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05