• Science of Emotion and Sensibility
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• v.13 no.1
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• pp.21-32
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• 2010

This study investigated the effects of contiguity and reading mode on cognitive load factors measured by Galvanic Skin Response(GSR). In this study two experimental conditions were imposed to participants to measure cognitive load with the high contiguity picture and low contiguity picture. Thirty-four college students participated to this experiment(experiment group=17, control group=17), and spilt-plot factorial design was applied to control individual difference in galvanic skin response. Tasks of this experiment were reading and summary. The dependent variables were skin conductance response, and perceived difficulty. The independent variables were the degree of contiguity of visual material(high contiguity vs. low contiguity). The major result of this study was identification of a significant difference of GSR with low contiguity condition. Indeed it was identified that more complex reading condition required more cognitive loads. This finding supported that different cognitive process might require different amounts of cognitive loads. For the further research, this study discussed the validity of applying physiological signals to assess cognitive loads and relationships the associated affective reactions.

• Proceedings of the ESK Conference
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• 1995.10a
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• pp.37-37
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• 1995

CNS의 인간공학적 실험 평가 항목중 중요 요소의 하나인 운전원의 인지적 작업부하(정보입력, 의사결정, 및 정서적 부하)를 평가하기 위해 인지적부하를 부과할 수 있는 사건 시나리오 구성방법, 피실험자에 대한 훈련 방법, 실험과 디브리핑을 통한 운전원 행위 및 사건 경위 기록 체계를 개발하였다. 운전원 행위자료 데이타베이스에는 특정 요소행위 시점, 관측행위 분류, 사용된 표시장치, 의사결정내용, 사용된 조종장치, 조종행위분류, 운전원간 의사소통 내용, 정서상태, 표시장치 및 조종장치의 사용편의성 여부 및 불편이유, 주요사건 발생시점에 관한 정보가 기록되었다. 운전중 CNS 운전원에 제시되는 자극의 변화에 수반되는 운전원의 생리적 변화를 측정하여 이로부터 운전원이 받는 정신부하를 측정하는 체계를 개발하였다. 이를 위해 ECG, EEG, 호흡패턴,피부온도, 수평EOG, 수직EOG, 심박률, 및 호흡률의 생리변수에 대한 측정이 이루 어졌으며 각각의 신호를 초당 100개씩 샘플링하여 A/D 변환하고 정신부하 추정 알고리즘을 거쳐 정신부하 여부를 판정하는 점수를 구하였다. 다차원의 정신부하 판정 점수는 OR gate에 의해 통합되어 정신부하 발생시점과 함께 정신부하데이터베이스에 기록되었다.

• Korean Journal of Cognitive Science
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• v.20 no.2
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• pp.125-154
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• 2009

This paper describes the possibility of human physiological data, especially brain-wave activity, to detect cognitive overload, a phenomenon that may occur while learner uses an e-learning system. If it is found that cognitive overload to be detectable, providing appropriate feedback to learners may be possible. To illustrate the possibility, while engaging in cognitive activities, cognitive load levels were measured by EEG (electroencephalogram) to seek detection of cognitive overload. The task given to learner was a computerized listening and recall test designed to measure working memory capacity, and the test had four progressively increasing degrees of difficulty. Eight male, right-handed, university students were asked to answer 4 sets of tests and each test took from 61 seconds to 198 seconds. A correction ratio was then calculated and EEG results analyzed. The correction ratio of listening and recall tests were 84.5%, 90.6%, 62.5% and 56.3% respectively, and the degree of difficulty had statistical significance. The data highlighted learner cognitive overload on test level of 3 and 4, the higher level tests. Second, the SEF-95% value was greater on test3 and 4 than on tests 1 and 2 indicating that tests 3 and 4 imposed greater cognitive load on participants. Third, the relative power of EEG gamma wave rapidly increased on the 3rd and $4^{th}$ test, and signals from channel F3, F4, C4, F7, and F8 showed statistically significance. These five channels are surrounding the brain's Broca area, and from a brain mapping analysis it was found that F8, right-half of the brain area, was activated relative to the degree of difficulty. Lastly, cross relation analysis showed greater increasing in synchronization at test3 and $4^{th}$ at test1 and 2. From these findings, it is possible to measure brain cognitive load level and cognitive over load via brain activity, which may provide atimely feedback scheme for e-learning systems.

• Science of Emotion and Sensibility
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• v.12 no.3
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• pp.279-288
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• 2009

The purpose of this study was to verify the impact of cognitive factors and GSR on the task performance. For this study 64 students participated. Multiple regression and repeated measures were applied to analyze the data. The result for the survey indicated that previous knowledge, physical efforts, and task difficulty had significant impacts on task performance. Particularly, task difficulty has a negative impact. This can be interpreted as someone who has high prior knowledge inputs higher physical efforts with low task difficulty perception will show high performance. On the other hand, the low arousal level of GSR in the evaluation stage is a prediction variable of task performance. This result shows that high prior knowledge and low arousal level of GSR produces high performance. However, the analysis of difference in GSR between learning and evaluation stages does not show significant difference. It suggests that physiological measure such as GSR is reliable index of cognitive load; however, it partially represents cognitive load. Other crucial factors should be added for comprehensive measures.

• Education of Primary School Mathematics
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• v.20 no.4
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• pp.305-319
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• 2017

In the process of finding the triangle height, 26 students in the 6th grade were surveyed to understand the students' triangle height through the eye movement data and to investigate the cognitive load of the students. As a result, the correctness rate of the pre-test was significantly increased in the post-test, and the frequency and retention of gaze data were smaller in the post-test than in the AOI of each question. The Participants's subjective cognitive load indicated that it was more difficult to understand the concept of rotated triangles compared with upright triangles that were parallel to the ground. More frequent and more retentions in the eye-tracking data were detected in the right triangles and acute triangles by rotating configuration. Eye movement data show that eye tracking technology can provide an objective measure of students' cognitive load for feedback on instructional design.

• Korean Journal of Forensic Psychology
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• v.11 no.2
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• pp.155-171
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• 2020

The purpose of this study is to examine the effects of emotional arousal and cognitive load on pupil diameter during a lie detection interview. The guilty group (n = 30) committed a mock crime (i.e., stealing cash) and the innocent group (n = 30) performed a mission (i.e., sending a message) in the research assistant's office. After that, their pupil size was measured using a wearable eye-tracker during the interview. The interview questions were classified with the three cognitive load, three emotional arousal, and three neutral questions. The results indicate that the main effects of group and time were not significant, but the interaction between group and time was significant. It means that when answering cognitive load questions, the guilty group showed larger increase in pupil diameter than the innocent group. The present study suggests that inducing cognitive load is more effective than inducing emotional arousal during an interview when using pupil diameter as an index of deception, and it is expected to improve the accuracy of lie detection.

• The Journal of the Korea Contents Association
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• v.19 no.9
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• pp.101-111
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• 2019

This study was to examine association between working memory and social cognitive ability, and the influence of story-use on social cognitive ability. To this end, this study measured working memory(via n-back), and randomly assigned 82 participants into three groups(5th level intentionality, 3rd-level intentionality, and exposition conditions), and then compared the accuracy of perspective taking and emotion recognition(RMET: Reading Minds in the Eyes Test) as social cognitive ability. The results suggested that perspective taking accuracy was significantly associated with working memory capacity, whereas emotion recognition accuracy was not. Contrary to the hypothesis, perspective taking in the 5th-level intentionality story group were significantly lower than those in the 3rd-level intentionality story group. Emotions recognition accuracy was not significantly different among the three groups. Overall, this study produced inconsistent results, which has been discussed in terms of theory and methods.

• Science of Emotion and Sensibility
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• v.25 no.2
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• pp.79-86
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• 2022

With external air pollution forcing many people indoors, new methods of facilitating healthier indoor life are necessary. This study, therefore, investigates the effects of indoor oxygen concentration and respiration methods on biosignals and cognitive ability. The study included twenty healthy subjects who inhaled air through a mask from a gas delivery system. All subjects were asked to perform three types of breathing (nasal, oral, and oral breathing with high oxygenation) and respond to cognitive stimuli (rest close eye, rest open eye, 1-back and 2-back working memory tasks). The changes in cognitive load according to respiration were analyzed by measuring response time, accuracy, and biosignals to stimuli. The result showed that, in all three respirations, heart rate significantly increased with the increase in cognitive load. Also, in oral respiration, the airway respiration rate significantly increased according to the increase in cognitive load. The change appeared to compensate for insufficient oxygen supply in oral respiration during cognitive activity. Conversely, there was no significant change in airway respiration rate during oral respiration with a high concentration oxygen supply as in nasal respiration. This result suggests that a high concentration oxygen supply might play a role in compensating for insufficient oxygen concentration or inefficient oxygen inhalation, such as oral respiration. Based on the results of this study, a follow-up study is necessary to determine the impact of changes in the autonomic nervous system, such as stress and emotions, to find out more precise and comprehensive effects of oxygen concentration and breathing type.

• Journal of the Korea Society of Computer and Information
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• v.29 no.1
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• pp.287-293
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• 2024

This research studied the cognitive impact of classes using artificial intelligence on aviation technical school students. First, we developed a class consisting of a class based on traditional presentation materials and a class composed of speech-to-text (STT)-based artificial intelligence materials. A 133 students from an aviation education institution participated in two types of classes. We measured students' cognitive load and Mind Wandering test results before and after class, and conducted an achievement evaluation. As a result of the test analysis, we confirmed that extraneous cognitive load was reduced, content concentration increased, and achievement improved. In the future, we hope that AI-based STT classes will be widely used in schools that teach technology.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.655-672
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• 2016

The purpose of this study was to investigate the effects of prior-knowledge level and supportive information types in web-based learning using 4C/ID model(Four-Components Instructional Design model) on cognitive load and schema acquisition. To achieve the purpose, this study applied a web based learning. 166 university students participated in web-based learning for 4 weeks. After web-based learning, they checked self report for cognitive load and made concept map for schema acquisition and the datum from them were used for 2 ways ANOVA. According to the findings, groups in prior-knowledge level invested significantly differences on cognitive load and a question group in case of supportive information types didn't invested significant differences on cognitive load with statement group. Second, groups in prior-knowledge level invested significantly differences on schema acquisition and a question group in case of supportive information types invested significantly higher schema acquisition than a statement group. Furthermore, it happened interaction effect between supportive information types and prior-knowledge level on schema acquisition. This research has several implications with regard to suggesting the guidelines and conditions for the authentic task of the novice.