Research on task complexity as a foundation for augmented cognition

Abstract

In order to implement real-time adaptive augmented cognition, one of the focal points of our present research involves understanding the dimensions of task complexity. Task complexity is a construct that has been used in many fields such as biology, computer science, and psychology.An objective of our current research effort is to be able to instantaneously assess change in the cognitive capabilities of people as they perform increasingly complex tasks. In order to address these broader goals, a better understanding of task complexity is needed. Specific questions we ask include: (1) What are the factors that contribute to task complexity? (2) What are effective ways to assess task complexity? and (3) How can task complexity be reduced in real-time tasks? In order to address these questions, we review literature related to task complexity across several domains such as user models, human computer interaction, human factors and instructional design.

Human Strategies for Multitasking, Search, and Control Improved via Real-Time Memory Aid for Gaze Location

“…Real-Time Eye Tracking: Pupil Size, Contingent, Gaze-Control, and Gaze-Aware Gaze location can be used to modify a display or physical device in real-time, depending on either pupil size or on the location of gaze itself, with both summarized in the following five parts: (1) Augmented cognition, (2) Contingency, (3) Gaze-control, (4) Gaze-aware systems, and (5) The DARPA augmented cognition initiative has considered the use of gaze tracking as a potentially important for assisting users in military scenarios (Crosby et al, 2003;Marshall and Raley, 2004;Nicholson et al, 2005;Fuchs et al, 2007a;Stanney et al, 2009). The majority of these studies used pupil dilation as a measure of cognitive load (Marshall, 2002;Marshall et al, 2003;St John et al, 2003;Taylor et al, 2003;Raley et al, 2004;St.…”

The Effects of Visual Cueing Opacity Level on Reducing Split Attention

“…This ineffectiveness may result from inappropriate design of the multimedia environments (Cooper, 1998). Hence, there has been increased focus on the relationship between the effectiveness of multimedia environments and the efficiency of various instructional design strategies (Ayres & Pass, 2007;Clark & Mayer, 2011;Cooper, 1998;Crosby, Iding, & Chin, 2003;Moreno & Mayer, 2000;Sweller, 2004).…”

Applying technology to train visualization skills

“…First and foremost are individual differences between participants. For instance, in the realm of human-computer interaction, Crosby, Iding and Chin (2002) note that, "differences in people usually account for more variability in performance than differences in system design or training procedures." They cite Egan and Gomez's (1985) study that found age and spatial memory of subjects to influence performance in computer interaction 20 times greater than the variation due to the design of an editor.…”