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1.
Front Psychol ; 14: 1280566, 2023.
Article in English | MEDLINE | ID: mdl-38022939

ABSTRACT

Introduction: Self-regulated learning (SRL), or learners' ability to monitor and change their own cognitive, affective, metacognitive, and motivational processes, encompasses several operations that should be deployed during learning including Searching, Monitoring, Assembling, Rehearsing, and Translating (SMART). Scaffolds are needed within GBLEs to both increase learning outcomes and promote the accurate and efficient use of SRL SMART operations. This study aims to examine how restricted agency (i.e., control over one's actions) can be used to scaffold learners' SMART operations as they learn about microbiology with Crystal Island, a game-based learning environment. Methods: Undergraduate students (N = 94) were randomly assigned to one of two conditions: (1) Full Agency, where participants were able to make their own decisions about which actions they could take; and (2) Partial Agency, where participants were required to follow a pre-defined path that dictated the order in which buildings were visited, restricting one's control. As participants played Crystal Island, participants' multimodal data (i.e., log files, eye tracking) were collected to identify instances where participants deployed SMART operations. Results: Results from this study support restricted agency as a successful scaffold of both learning outcomes and SRL SMART operations, where learners who were scaffolded demonstrated more efficient and accurate use of SMART operations. Discussion: This study provides implications for future scaffolds to better support SRL SMART operations during learning and discussions for future directions for future studies scaffolding SRL during game-based learning.

2.
Front Psychol ; 13: 813632, 2022.
Article in English | MEDLINE | ID: mdl-35774935

ABSTRACT

Self-regulated learning (SRL) is critical for learning across tasks, domains, and contexts. Despite its importance, research shows that not all learners are equally skilled at accurately and dynamically monitoring and regulating their self-regulatory processes. Therefore, learning technologies, such as intelligent tutoring systems (ITSs), have been designed to measure and foster SRL. This paper presents an overview of over 10 years of research on SRL with MetaTutor, a hypermedia-based ITS designed to scaffold college students' SRL while they learn about the human circulatory system. MetaTutor's architecture and instructional features are designed based on models of SRL, empirical evidence on human and computerized tutoring principles of multimedia learning, Artificial Intelligence (AI) in educational systems for metacognition and SRL, and research on SRL from our team and that of other researchers. We present MetaTutor followed by a synthesis of key research findings on the effectiveness of various versions of the system (e.g., adaptive scaffolding vs. no scaffolding of self-regulatory behavior) on learning outcomes. First, we focus on findings from self-reports, learning outcomes, and multimodal data (e.g., log files, eye tracking, facial expressions of emotion, screen recordings) and their contributions to our understanding of SRL with an ITS. Second, we elaborate on the role of embedded pedagogical agents (PAs) as external regulators designed to scaffold learners' cognitive and metacognitive SRL strategy use. Third, we highlight and elaborate on the contributions of multimodal data in measuring and understanding the role of cognitive, affective, metacognitive, and motivational (CAMM) processes. Additionally, we unpack some of the challenges these data pose for designing real-time instructional interventions that scaffold SRL. Fourth, we present existing theoretical, methodological, and analytical challenges and briefly discuss lessons learned and open challenges.

3.
Front Psychol ; 13: 813677, 2022.
Article in English | MEDLINE | ID: mdl-35712220

ABSTRACT

Undergraduate students (N = 82) learned about microbiology with Crystal Island, a game-based learning environment (GBLE), which required participants to interact with instructional materials (i.e., books and research articles, non-player character [NPC] dialogue, posters) spread throughout the game. Participants were randomly assigned to one of two conditions: full agency, where they had complete control over their actions, and partial agency, where they were required to complete an ordered play-through of Crystal Island. As participants learned with Crystal Island, log-file and eye-tracking time series data were collected to pinpoint instances when participants interacted with instructional materials. Hierarchical linear growth models indicated relationships between eye gaze dwell time and (1) the type of representation a learner gathered information from (i.e., large sections of text, poster, or dialogue); (2) the ability of the learner to distinguish relevant from irrelevant information; (3) learning gains; and (4) agency. Auto-recurrence quantification analysis (aRQA) revealed the degree to which repetitive sequences of interactions with instructional material were random or predictable. Through hierarchical modeling, analyses suggested that greater dwell times and learning gains were associated with more predictable sequences of interaction with instructional materials. Results from hierarchical clustering found that participants with restricted agency and more recurrent action sequences had greater learning gains. Implications are provided for how learning unfolds over learners' time in game using a non-linear dynamical systems analysis and the extent to which it can be supported within GBLEs to design advanced learning technologies to scaffold self-regulation during game play.

4.
Aerosp Med Hum Perform ; 89(8): 708-716, 2018 Aug 01.
Article in English | MEDLINE | ID: mdl-30020055

ABSTRACT

BACKGROUND: Flight crew fatigue is an important factor in aviation, leading organizations to implement fatigue risk management programs to reduce risk. The U.S. Air Force Air Mobility Command (AMC) has implemented the Aviation Operational Risk Management (AvORM) program to aid mission schedulers and flight crews in mitigating flight risks and identifying appropriate levels of risk. The AvORM program uses a scheduling tool and underpinning biomathematical fatigue model. This study examined self-reported fatigue-related incidents within AMC, which provides some indirect and anecdotal evidence as to the effectiveness of the scheduling tool. METHODS: Archival data from the AMC Aviation Safety Action Program (ASAP) Safety Reporting System was examined. Report content themes were created through an inductive approach in terms of fatigue prevalence, antecedents, and consequences. RESULTS: Fatigue was estimated as a factor in 4% of the reports. The two most commonly referenced fatigue antecedents were associated with mission/duty length and mission scheduling/planning factors. Factors associated with aircraft operation violations were the most cited consequences of fatigue. Fatigue was almost twice as likely to be reported as a secondary rather than primary contributing factor. Aircrew reported both positive and negative aspects of AvORM resources in mission planning and fatigue mitigation. DISCUSSION: Examination of ASAP reports suggests that fatigue is a contributing factor to safety incidents. Although the AvORM program highlights potential flight risks by utilizing a scheduling tool built upon an underlying biomathematical fatigue model, human fatigue continues to impact safety, suggesting an ongoing need for improved fatigue risk management and mitigation.Morris MB, Wiedbusch MD, Gunzelmann G. Fatigue incident antecedents, consequences, and aviation operational risk management resources. Aerosp Med Hum Perform. 2018; 89(8):708-716.


Subject(s)
Accidents, Aviation/prevention & control , Fatigue/complications , Military Personnel , Risk Management/methods , Accidents, Aviation/statistics & numerical data , Humans , Models, Statistical , Personnel Staffing and Scheduling , Program Evaluation , Risk Factors , Self Report , United States/epidemiology
5.
Front Psychol ; 9: 237, 2018.
Article in English | MEDLINE | ID: mdl-29559936

ABSTRACT

Cognitive fatigue emerges in wide-ranging tasks and domains, but traditional vigilance tasks provide a well-studied context in which to explore the mechanisms underlying it. Though a variety of experimental methodologies have been used to investigate cognitive fatigue in vigilance, relatively little research has utilized electroencephalography (EEG), specifically event-related potentials (ERPs), to explore the nature of cognitive fatigue, also known as the vigilance decrement. Moreover, much of the research that has been done on vigilance and ERPs uses non-traditional vigilance paradigms, limiting generalizability to the established body of behavioral results and corresponding theories. In this study, we address concerns with prior research by (1) investigating the vigilance decrement using a well-established visual vigilance task, (2) utilizing a task designed to attenuate possible confounding ERP components present within a vigilance paradigm, and (3) informing our interpretations with recent findings from ERP research. We averaged data across electrodes located over the frontal, central, and parietal scalp. Then, we generated waveforms locked to the onset of critical low-frequency or non-critical high-frequency events during a 40 min task that was segregated into time blocks for data analysis. There were three primary findings from the analyses of these data. First, mean amplitude of N1 was greater during later blocks for both low-frequency and high-frequency events, a contradictory finding compared to past visual vigilance studies that is further discussed with respect to current interpretations of the N1 in visual attention tasks. Second, P3b mean amplitude following low-frequency events was reduced during later blocks, with a later onset latency. Third and finally, the decrease in P3b amplitude correlated with individual differences in the magnitude of the vigilance decrement, assessed using d'. The results provide evidence for degradations of cognitive processing efficiency brought on by extended time on task, leading to delayed processing and decreased discriminability of critical stimuli from non-critical stimuli. These conclusions are discussed in the context of the vigilance decrement and corresponding theoretical accounts.

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