Matching Items (43)
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
ABSTRACT
The present studies investigated the separate effects of two types of visual feedback delay – increased latency and decreased updating rate – on performance – both actual (e.g. response time) and subjective (i.e. rating of perceived input device performance) – in 2-dimensional pointing tasks using a mouse as an input device. The first sub-study examined the effects of increased latency on performance using two separate experiments. In the first experiment the effects of constant latency on performance were tested, wherein participants completed blocks of trials with a constant level of latency. Additionally, after each block, participants rated their subjective experience of the input device performance at each level of latency. The second experiment examined the effects of variable latency on performance, where latency was randomized within blocks of trials.
The second sub-study investigated the effects of decreased updating rates on performance in the same manner as the first study, wherein experiment one tested the effect of constant updating rate on performance as well as subjective rating, and experiment two tested the effect of variable updating rate on performance. The findings suggest that latency is negative correlated with actual performance as well as subjective ratings of performance, and updating rate is positively correlated with actual performance as well as subjective ratings of performance.
The present studies investigated the separate effects of two types of visual feedback delay – increased latency and decreased updating rate – on performance – both actual (e.g. response time) and subjective (i.e. rating of perceived input device performance) – in 2-dimensional pointing tasks using a mouse as an input device. The first sub-study examined the effects of increased latency on performance using two separate experiments. In the first experiment the effects of constant latency on performance were tested, wherein participants completed blocks of trials with a constant level of latency. Additionally, after each block, participants rated their subjective experience of the input device performance at each level of latency. The second experiment examined the effects of variable latency on performance, where latency was randomized within blocks of trials.
The second sub-study investigated the effects of decreased updating rates on performance in the same manner as the first study, wherein experiment one tested the effect of constant updating rate on performance as well as subjective rating, and experiment two tested the effect of variable updating rate on performance. The findings suggest that latency is negative correlated with actual performance as well as subjective ratings of performance, and updating rate is positively correlated with actual performance as well as subjective ratings of performance.
ContributorsBrady, Kyle J (Author) / Wu, Bing (Thesis advisor) / Hout, Michael C (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2015
Description
This research evaluates a cyber test-bed, DEXTAR (Defense Exercises for Team Awareness Research), and examines the relationship between good and bad team performance in increasingly difficult scenarios. Twenty-one computer science graduate students (seven three-person teams), with experience in cybersecurity, participated in a team-based cyber defense exercise in the context of DEXTAR, a high fidelity cybersecurity testbed. Performance measures were analyzed in addition to team process, team behavior, and workload to examine the relationship between good and bad teams. Lessons learned are reported that will inform the next generation of DEXTAR.
ContributorsBradbury, Aaron (Author) / Cooke, Nancy J. (Thesis advisor) / Branaghan, Russell (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2016
Description
In 2013, 1.8 million US drivers were responsible for rear-end collisions with other vehicles (NHTSA 2014), for which driver distraction has been identified as the main factor (Campbell, Smith & Najm, 2003; Knipling, Mironer, Hendricks, Tijerina, Everson, Allen & Wilson 1993; Wang, Knipling & Goodman, 1996). The ubiquity of cell phones and their use behind the wheel has played a major role in distracting these drivers. To mitigate this, some manufacturers are equipping vehicles with forward collision warning (FCW) systems.
Generally, warnings that are perceived as being urgent produce lower response times. One technique for increasing perceived urgency of a warning is called looming, where the signal increases in or more dimensions over time. Looming warning signals have been shown to produce low response times, likely because the recipient perceives the signal as a potential approaching threat, prompting defensive reactions (Graziano and Cooke, 2006).
The present study evaluates the effect of veridical (intensity increases at the rate of closure with the lead vehicle) and high urgency (intensity increases at a rate of Time to Collision minus 0.5 seconds) looming FCW, as well as a static FCW, on drivers’ brake reaction times in the presence of a secondary texting task. Participants’ brake reaction times were recorded as they followed a lead car in a driving simulator, encountering multiple sudden-braking events across the five conditions (a control condition as well as four counterbalanced conditions using a secondary texting task). In the four conditions with a secondary task, participants received no FCW, static FCW, veridical FCW, and high-urgency FCW, respectively. Performance data was analyzed using a repeated measures ANOVA, and a series of pairwise comparisons were then made using Bonferroni corrected pairwise t-tests.
The presence of a visually and manually distracting secondary task (texting) seems to diminish the performance of the looming signals as compared to previous studies that did not use a distraction component. While looming FCW do seem to effectively lower BRTs when the driver is distracted, it is recommended that further research investigate the relationship between secondary task types and their respective levels of distraction, and the effectiveness of auditory looming FCW.
Generally, warnings that are perceived as being urgent produce lower response times. One technique for increasing perceived urgency of a warning is called looming, where the signal increases in or more dimensions over time. Looming warning signals have been shown to produce low response times, likely because the recipient perceives the signal as a potential approaching threat, prompting defensive reactions (Graziano and Cooke, 2006).
The present study evaluates the effect of veridical (intensity increases at the rate of closure with the lead vehicle) and high urgency (intensity increases at a rate of Time to Collision minus 0.5 seconds) looming FCW, as well as a static FCW, on drivers’ brake reaction times in the presence of a secondary texting task. Participants’ brake reaction times were recorded as they followed a lead car in a driving simulator, encountering multiple sudden-braking events across the five conditions (a control condition as well as four counterbalanced conditions using a secondary texting task). In the four conditions with a secondary task, participants received no FCW, static FCW, veridical FCW, and high-urgency FCW, respectively. Performance data was analyzed using a repeated measures ANOVA, and a series of pairwise comparisons were then made using Bonferroni corrected pairwise t-tests.
The presence of a visually and manually distracting secondary task (texting) seems to diminish the performance of the looming signals as compared to previous studies that did not use a distraction component. While looming FCW do seem to effectively lower BRTs when the driver is distracted, it is recommended that further research investigate the relationship between secondary task types and their respective levels of distraction, and the effectiveness of auditory looming FCW.
ContributorsBecker, Mike (Author) / Gray, Robert (Thesis advisor) / Branaghan, Russell (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2016
Description
From 2001-2011, the General Aviation (GA) fatal accident rate remained unchanged (Duquette & Dorr, 2014) with an overall stagnant accident rate between 2004 and 2013. The leading cause, loss of control in flight (NTSB, 2015b & 2015c) due to pilot inability to recognize approach to stall/spin conditions (NTSB, 2015b & 2016b). In 2013, there were 1,224 GA accidents in the U.S., accounting for 94% of all U.S. aviation accidents and 90% of all U.S. aviation fatalities that year (NTSB, 2015c). Aviation entails multiple challenges for pilots related to task management, procedural errors, perceptual distortions, and cognitive discrepancies. While machine errors in airplanes have continued to decrease over the years, human error still has not (NTSB, 2013).
A preliminary analysis of a PC-based, Garmin G1000 flight deck was conducted with 3 professional pilots. Analyses revealed increased task load, opportunities for distraction, confusing perceptual ques, and hindered cognitive performance. Complex usage problems were deeply ingrained in the functionality of the system, forcing pilots to use fallible work arounds, add unnecessary steps, and memorize knob turns or button pushes.
Modern computing now has the potential to free GA cockpit designs from knobs, soft keys, or limited display options. Dynamic digital displays might include changes in instrumentation or menu structuring depending on the phase of flight. Airspeed indicators could increase in size to become more salient during landing, simultaneously highlighting pitch angle on Attitude Indicators and automatically decluttering unnecessary information for landing. Likewise, Angle-of-Attack indicators demonstrate a great safety and performance advantage for pilots (Duquette & Dorr, 2014; NTSB, 2015b & 2016b), an instrument typically found in military platforms and now the Icon A5, light-sport aircraft (Icon, 2016).
How does the design of pilots’ environment—the cockpit—further influence their efficiency and effectiveness? To explore the possibilities for small aircraft displays, a participatory design investigation was conducted with 9 qualified instrument pilots. Aviators designed mock cockpits on a PC using pictorial cutouts of analog (e.g., mechanical dials) and digital (e.g., dynamic displays) controls. Data was analyzed qualitatively and compared to similar work. Finally, a template for GA displays was developed based on pilot input.
A preliminary analysis of a PC-based, Garmin G1000 flight deck was conducted with 3 professional pilots. Analyses revealed increased task load, opportunities for distraction, confusing perceptual ques, and hindered cognitive performance. Complex usage problems were deeply ingrained in the functionality of the system, forcing pilots to use fallible work arounds, add unnecessary steps, and memorize knob turns or button pushes.
Modern computing now has the potential to free GA cockpit designs from knobs, soft keys, or limited display options. Dynamic digital displays might include changes in instrumentation or menu structuring depending on the phase of flight. Airspeed indicators could increase in size to become more salient during landing, simultaneously highlighting pitch angle on Attitude Indicators and automatically decluttering unnecessary information for landing. Likewise, Angle-of-Attack indicators demonstrate a great safety and performance advantage for pilots (Duquette & Dorr, 2014; NTSB, 2015b & 2016b), an instrument typically found in military platforms and now the Icon A5, light-sport aircraft (Icon, 2016).
How does the design of pilots’ environment—the cockpit—further influence their efficiency and effectiveness? To explore the possibilities for small aircraft displays, a participatory design investigation was conducted with 9 qualified instrument pilots. Aviators designed mock cockpits on a PC using pictorial cutouts of analog (e.g., mechanical dials) and digital (e.g., dynamic displays) controls. Data was analyzed qualitatively and compared to similar work. Finally, a template for GA displays was developed based on pilot input.
ContributorsConaway, Cody R (Author) / Gray, Robert (Thesis advisor) / Branaghan, Russell (Thesis advisor) / Gibb, Randall (Committee member) / Arizona State University (Publisher)
Created2016
Description
ABSTRACT Research studies have demonstrated that stereotypes can elicit a priming response. An experiment was conducted to test the effects of priming elderly and young stereotypes on driving behavior. Participants drove in a driving simulator while navigating through two driving routes. Participants were guided by a neutral voice similar to "Siri" that informed them where to turn. Each route primed the participants with names that were deemed "old" or "young" as determined by a survey. The experiment yielded slower driving speeds in the elderly condition than in the young consistent with previous research regarding elderly stereotypes (Bargh et al, 1996; Branaghan and Gray, 2010; Taylor, 2010; Foster, 2012). These findings extend research on priming and behaviors elicited by participants in a simulated driving environment.
ContributorsThew, Lisa (Author) / Branaghan, Russell (Thesis advisor) / Song, Hyunjin (Committee member) / Kuzel, Michael (Committee member) / Arizona State University (Publisher)
Created2014
Description
When discussing human factors and performance, researchers recognize stress as a factor, but overlook mood as contributing factor. To explore the relationship between mood, stress and cognitive performance, a field study was conducted involving fire fighters engaged in a fire response simulation. Firefighter participants completed a stress questionnaire, an emotional state questionnaire, and a cognitive task. Stress and cognitive task performance scores were examined before and after the firefighting simulation for individual cognitive performance depreciation caused by stress or mood. They study revealed that existing stress was a reliable predictor of the pre-simulation cognitive task score, that, as mood becomes more positive, perceived stress scores decrease, and that negative mood and pre-simulation stress are also positively and significantly correlated.
ContributorsGomez-Herbert, Maria Elena (Author) / Cooke, Nancy J. (Thesis advisor) / Becker, Vaughn (Committee member) / Branaghan, Russell (Committee member) / Hyunjin, Song (Committee member) / Arizona State University (Publisher)
Created2014
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 exposure to the concept of fast food can have an effect on human behavior by inducing haste and impatience (Zhong & E. DeVoe, 2010). This research suggests that thinking about fast food makes individuals impatient and strengthens their desire to complete tasks such as reading and decision making as quickly and efficiently as possible. Two experiments were conducted in which the effects of fast food priming were examined using a driving simulator. The experiments examined whether fast food primes can induce impatient driving. In experiment 1, 30 adult drivers drove a course in a driving simulator after being exposed to images by rating aesthetics of four different logos. Experiment 1 did not yield faster driving speeds nor an impatient and faster break at the yellow light in the fast food logo prime condition. In experiment 2, 30 adult drivers drove the same course from experiment 1. Participants did not rate logos on their aesthetics prior to the drive, instead billboards were included in the simulation that had either fast food or diner logos. Experiment 2 did not yielded faster driving speeds, however there was a significant effect of faster breaking and a higher number of participants running the yellow light.
ContributorsTaggart, Mistey. L (Author) / Branaghan, Russell (Thesis advisor) / Cooke, Nancy J. (Committee member) / Song, Hyunjin (Committee member) / Arizona State University (Publisher)
Created2014
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