Electrodermal activity as a measure of cognitive load: a methodological approach

2019 ◽  
Author(s):  
Mikolaj Buchwald ◽  
Szymo Kupinski ◽  
Adam Bykowski ◽  
Joanna Marcinkowska ◽  
Dawid Ratajczyk ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Electrodermal Activity ◽  
Methodological Approach

scholarly journals Cognitive Load Assessment from EEG and Peripheral Biosignals for the Design of Visually Impaired Mobility Aids

2018 ◽  
Vol 2018 ◽  
pp. 1-9 ◽  
Author(s):  
Charalampos Saitis ◽  
Mohammad Zavid Parvez ◽  
Kyriaki Kalimeri
Keyword(s):  
Cognitive Load ◽  
Real Time ◽  
Visually Impaired ◽  
Electrodermal Activity ◽  
Well Being ◽  
Perceived Difficulty ◽  
Depth Analysis ◽  
Outdoor Environments ◽  
Sight Loss ◽  
Indoor And Outdoor Environments

Reliable detection of cognitive load would benefit the design of intelligent assistive navigation aids for the visually impaired (VIP). Ten participants with various degrees of sight loss navigated in unfamiliar indoor and outdoor environments, while their electroencephalogram (EEG) and electrodermal activity (EDA) signals were being recorded. In this study, the cognitive load of the tasks was assessed in real time based on a modification of the well-established event-related (de)synchronization (ERD/ERS) index. We present an in-depth analysis of the environments that mostly challenge people from certain categories of sight loss and we present an automatic classification of the perceived difficulty in each time instance, inferred from their biosignals. Given the limited size of our sample, our findings suggest that there are significant differences across the environments for the various categories of sight loss. Moreover, we exploit cross-modal relations predicting the cognitive load in real time inferring on features extracted from the EDA. Such possibility paves the way for the design on less invasive, wearable assistive devices that take into consideration the well-being of the VIP.

scholarly journals Towards the Applicability of Measuring the Electrodermal Activity in the Context of Process Model Comprehension: Feasibility Study

Sensors ◽  
2020 ◽  
Vol 20 (16) ◽  
pp. 4561
Author(s):  
Michael Winter ◽  
Rüdiger Pryss ◽  
Thomas Probst ◽  
Manfred Reichert
Keyword(s):  
Physical Activity ◽  
Cognitive Load ◽  
Feasibility Study ◽  
Process Model ◽  
Electrodermal Activity ◽  
Preliminary Test ◽  
Process Models ◽  
Complex Process ◽  
Increased Activity

Process model comprehension is essential in order to understand the five Ws (i.e., who, what, where, when, and why) pertaining to the processes of organizations. However, research in this context showed that a proper comprehension of process models often poses a challenge in practice. For this reason, a vast body of research exists studying the factors having an influence on process model comprehension. In order to point research towards a neuro-centric perspective in this context, the paper at hand evaluates the appropriateness of measuring the electrodermal activity (EDA) during the comprehension of process models. Therefore, a preliminary test run and a feasibility study were conducted relying on an EDA and physical activity sensor to record the EDA during process model comprehension. The insights obtained from the feasibility study demonstrated that process model comprehension leads to an increased activity in the EDA. Furthermore, EDA-related results indicated significantly that participants were confronted with a higher cognitive load during the comprehension of complex process models. In addition, the experiences and limitations we learned in measuring the EDA during the comprehension of process models are discussed in this paper. In conclusion, the feasibility study demonstrated that the measurement of the EDA could be an appropriate method to obtain new insights into process model comprehension.

scholarly journals Using Machine Learning to Train a Wearable Device for Measuring Students’ Cognitive Load during Problem-Solving Activities Based on Electrodermal Activity, Body Temperature, and Heart Rate: Development of a Cognitive Load Tracker for Both Personal and Classroom Use

Sensors ◽  
2020 ◽  
Vol 20 (17) ◽  
pp. 4833
Author(s):  
William L. Romine ◽  
Noah L. Schroeder ◽  
Josephine Graft ◽  
Fan Yang ◽  
Reza Sadeghi ◽  
...  
Keyword(s):  
Machine Learning ◽  
Heart Rate ◽  
Problem Solving ◽  
Body Temperature ◽  
Cognitive Load ◽  
Real Time ◽  
Electrodermal Activity ◽  
Wearable Device ◽  
Physiological Data ◽  
Test Dataset

Automated tracking of physical fitness has sparked a health revolution by allowing individuals to track their own physical activity and health in real time. This concept is beginning to be applied to tracking of cognitive load. It is well known that activity in the brain can be measured through changes in the body’s physiology, but current real-time measures tend to be unimodal and invasive. We therefore propose the concept of a wearable educational fitness (EduFit) tracker. We use machine learning with physiological data to understand how to develop a wearable device that tracks cognitive load accurately in real time. In an initial study, we found that body temperature, skin conductance, and heart rate were able to distinguish between (i) a problem solving activity (high cognitive load), (ii) a leisure activity (moderate cognitive load), and (iii) daydreaming (low cognitive load) with high accuracy in the test dataset. In a second study, we found that these physiological features can be used to predict accurately user-reported mental focus in the test dataset, even when relatively small numbers of training data were used. We explain how these findings inform the development and implementation of a wearable device for temporal tracking and logging a user’s learning activities and cognitive load.

scholarly journals Spirometry Has Added Value Over Electrodermal Activity as a Physiological Marker of Mental Load.

2021 ◽  
Author(s):  
Tobias Neukirchen ◽  
Moritz Stork ◽  
Matthias Hoppe ◽  
Christian Vorstius
Keyword(s):  
Cognitive Load ◽  
Electrodermal Activity ◽  
Added Value ◽  
Mental Load ◽  
Cognitive Demands ◽  
Different Types ◽  
Valuable Complement ◽  
Mental Demands ◽  
Highly Correlated ◽  
Respiratory Gases

Abstract The objective distinction of different types of mental demands as well as their intensity is relevant for research and practical application but poses a challenge for established physiological methods. We investigated whether respiratory gases (oxygen uptake and carbon dioxide output) are suitable to distinguish between emotional and cognitive demands. To this end, we compared the application of spirometry with an established procedure, namely electrodermal activity (EDA). Our results indicate that electrodermal activity shows a strong responsivity to emotional stress induction, which was highly correlated with its responsivity to cognitive load. Respiratory gases were both sensitive and specific to cognitive load and had the advantage of being predictive for cognitive performance as well as self-reported emotional state. These results support the notion that respiratory gases are a valuable complement to common physiological procedures in the detection and discrimination of different mental demands.

Cognitive Load Affects Speech Motor Performance Differently in Older and Younger Adults

2019 ◽  
Vol 62 (5) ◽  
pp. 1258-1277 ◽  
Author(s):  
Megan K. MacPherson
Keyword(s):  
Older Adults ◽  
Cognitive Load ◽  
Motor Performance ◽  
Age Groups ◽  
Incongruent Condition ◽  
Sentence Production ◽  
Movement Duration ◽  
Production Task ◽  
Younger Adults ◽  
Speech Motor

PurposeThe aim of this study was to determine the impact of cognitive load imposed by a speech production task on the speech motor performance of healthy older and younger adults. Response inhibition, selective attention, and working memory were the primary cognitive processes of interest.MethodTwelve healthy older and 12 healthy younger adults produced multiple repetitions of 4 sentences containing an embedded Stroop task in 2 cognitive load conditions: congruent and incongruent. The incongruent condition, which required participants to suppress orthographic information to say the font colors in which color words were written, represented an increase in cognitive load relative to the congruent condition in which word text and font color matched. Kinematic measures of articulatory coordination variability and movement duration as well as a behavioral measure of sentence production accuracy were compared between groups and conditions and across 3 sentence segments (pre-, during-, and post-Stroop).ResultsIncreased cognitive load in the incongruent condition was associated with increased articulatory coordination variability and movement duration, compared to the congruent Stroop condition, for both age groups. Overall, the effect of increased cognitive load was greater for older adults than younger adults and was greatest in the portion of the sentence in which cognitive load was manipulated (during-Stroop), followed by the pre-Stroop segment. Sentence production accuracy was reduced for older adults in the incongruent condition.ConclusionsIncreased cognitive load involving response inhibition, selective attention, and working memory processes within a speech production task disrupted both the stability and timing with which speech was produced by both age groups. Older adults' speech motor performance may have been more affected due to age-related changes in cognitive and motoric functions that result in altered motor cognition.

Cognitive Load beim Lernen aus Lösungsbeispielen

2003 ◽  
Vol 17 (2) ◽  
pp. 93-101 ◽  
Author(s):  
Alexander Renkl ◽  
Hans Gruber ◽  
Sandra Weber ◽  
Thomas Lerche ◽  
Karl Schweizer
Keyword(s):  
Cognitive Load ◽  
Dual Task

Zusammenfassung: Die Effektivität des Lernens aus Lösungsbeispielen im Vergleich zum Lernen durch Problemlösen wird derzeit mit der Cognitive Load-Theorie erklärt: Beim Lernen aus Lösungsbeispielen wird das Arbeitsgedächtnis weniger belastet, daher bleibt mehr Raum für Lern- und Verstehensprozesse. Um diese These direkt experimentell zu überprüfen, wurde das dual task-Paradigma eingesetzt. 80 Studierende der Geistes- und Sozialwissenschaften wurden auf die Zellen eines 2 × 2-faktoriellen Designs (Faktor 1: Lernen aus Lösungsbeispielen vs. Lernen durch Problemlösen; Faktor 2: mit vs. ohne Zweitaufgabe) verteilt. Der Lernstoff war Wahrscheinlichkeitsrechnung. Der Lernerfolg wurde mit einem Nachtest erfasst. Das Befundmuster hinsichtlich des Lernerfolgs und der Reaktionszeiten auf eine Zweitaufgabe in den vier experimentellen Gruppen stimmte mit den aus der Cognitive-Load-Theorie abgeleiteten Hypothesen überein.

Complex Problem Solving and Worked Examples

2009 ◽  
Vol 23 (2) ◽  
pp. 129-138 ◽  
Author(s):  
Florian Schmidt-Weigand ◽  
Martin Hänze ◽  
Rita Wodzinski
Keyword(s):  
Problem Solving ◽  
Cognitive Load ◽  
Learning Experience ◽  
Worked Examples ◽  
Complex Problem ◽  
Complex Problem Solving ◽  
Strategic Learning ◽  
Learning Behavior ◽  
Worked Example ◽  
8Th Grade

How can worked examples be enhanced to promote complex problem solving? N = 92 students of the 8th grade attended in pairs to a physics problem. Problem solving was supported by (a) a worked example given as a whole, (b) a worked example presented incrementally (i.e. only one solution step at a time), or (c) a worked example presented incrementally and accompanied by strategic prompts. In groups (b) and (c) students self-regulated when to attend to the next solution step. In group (c) each solution step was preceded by a prompt that suggested strategic learning behavior (e.g. note taking, sketching, communicating with the learning partner, etc.). Prompts and solution steps were given on separate sheets. The study revealed that incremental presentation lead to a better learning experience (higher feeling of competence, lower cognitive load) compared to a conventional presentation of the worked example. However, only if additional strategic learning behavior was prompted, students remembered the solution more correctly and reproduced more solution steps.

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