Video speeding can be efficient and speeding-induced preference cost can be lessened by selective speeding.

Over the past decade, screen-captured instructional videos have become popular tools for learning. Viewers wanting to learn efficiently can play these videos at faster-than-normal speeds, a feature offered by hosting services such as YouTube. Although previous research suggests that moderate speeding may not lessen learning, little research has tested this form of media for speeding-induced learning impairments. Further, even if learning is not impaired by speeding, the degree to which users find speed increases taxing and/or unpleasant is unknown. We therefore created a set of screen-captured instructional videos and tested whether speeding them by up to 250% affected learning, perceived workload, and preferences. Speed increases of up to 200% minimally affected learning, but even modest 150% speed increases substantially increased perceived workload and reduced viewer preferences. However, we were able to create videos that were more selectively speeded by concentrating speeding on pauses and relatively unimportant and slow speech. These videos were just as time efficient as the 150% speeded videos, but viewers preferred them. Our findings demonstrate that speeded instructional videos have the potential to facilitate efficient learning, and they suggest techniques such as selective speeding that may be used to support efficiency while lessening viewer preference costs. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The Incomplete Tyranny of Dynamic Stimuli: Gaze Similarity Predicts Response Similarity in Screen-Captured Instructional Videos.

Although eye tracking has been used extensively to assess cognitions for static stimuli, recent research suggests that the link between gaze and cognition may be more tenuous for dynamic stimuli such as videos. Part of the difficulty in convincingly linking gaze with cognition is that in dynamic stimuli, gaze position is strongly influenced by exogenous cues such as object motion. However, tests of the gaze-cognition link in dynamic stimuli have been done on only a limited range of stimuli often characterized by highly organized motion. Also, analyses of cognitive contrasts between participants have been mostly been limited to categorical contrasts among small numbers of participants that may have limited the power to observe more subtle influences. We, therefore, tested for cognitive influences on gaze for screen-captured instructional videos, the contents of which participants were tested on. Between-participant scanpath similarity predicted between-participant similarity in responses on test questions, but with imperfect consistency across videos. We also observed that basic gaze parameters and measures of attention to centers of interest only inconsistently predicted learning, and that correlations between gaze and centers of interest defined by other-participant gaze and cursor movement did not predict learning. It, therefore, appears that the search for eye movement indices of cognition during dynamic naturalistic stimuli may be fruitful, but we also agree that the tyranny of dynamic stimuli is real, and that links between eye movements and cognition are highly dependent on task and stimulus properties.

The Utility of Expanded Conclusion Scales During Latent Print Examinations.

During fingerprint comparisons, a latent print examiner visually compares two impressions to determine whether or not they originated from the same source. They consider the amount of perceived detail in agreement or disagreement and accumulate evidence toward same source and different sources propositions. This evidence is then mapped to one of three conclusions: Identification, Inconclusive, or Exclusion. A limitation of this 3-conclusion scale is it can lose information when translating the conclusion from the internal strength-of-evidence value to one of only three possible conclusions. An alternative scale with two additional values, support for different sources and support for common sources, has been proposed by the Friction Ridge Subcommittee of OSAC. The expanded scale could lead to more investigative leads but could produce complex trade-offs in both correct and erroneous identifications. The aim of the present study was to determine the consequences of a shift to expanded conclusion scales in latent print comparisons. Latent print examiners each completed 60 comparisons using one of the two scales, and the resulting data were modeled using signal detection theory to measure whether the expanded scale changed the threshold for an "Identification" conclusion. When using the expanded scale, examiners became more risk-averse when making "Identification" decisions and tended to transition both the weaker Identification and stronger Inconclusive responses to the "Support for Common Source" statement. The results demonstrate the utility of an expanded conclusion scale and also provide guidance for the adoption of these or similar scales.

Are failures to look, to represent, or to learn associated with change blindness during screen-capture video learning?

Although phenomena such as change blindness and inattentional blindness are robust, it is not entirely clear how these failures of visual awareness are related to failures to attend to visual information, to represent it, and to ultimately learn in visual environments. On some views, failures of visual awareness such as change blindness underestimate the true extent of otherwise rich visual representations. This might occur if people did represent the changing features but failed to compare them across views. In contrast, other approaches emphasize visual representations that are created only when they are functional. On this view, change blindness may be associated with poor representations of the changing properties. It is possible to compromise and propose that representational richness varies across contexts, but then it becomes important to detail relationships among attention, awareness, and learning in specific, but applicable, settings. We therefore assessed these relationships in an important visual setting: screen-captured instructional videos. In two experiments, we tested the degree to which attention (as measured by gaze) predicts change detection, and whether change detection is associated with visual representations and content learning. We observed that attention sometimes predicted change detection, and that change detection was associated with representations of attended objects. However, there was no relationship between change detection and learning.