@article{KappattanavarHeckerMoontahaetal.2023, author = {Kappattanavar, Arpita Mallikarjuna and Hecker, Pascal and Moontaha, Sidratul and Steckhan, Nico and Arnrich, Bert}, title = {Food choices after cognitive load}, series = {Sensors}, volume = {23}, journal = {Sensors}, number = {14}, publisher = {MDPI}, address = {Basel}, issn = {1424-8220}, doi = {10.3390/s23146597}, pages = {22}, year = {2023}, abstract = {Psychology and nutritional science research has highlighted the impact of negative emotions and cognitive load on calorie consumption behaviour using subjective questionnaires. Isolated studies in other domains objectively assess cognitive load without considering its effects on eating behaviour. This study aims to explore the potential for developing an integrated eating behaviour assistant system that incorporates cognitive load factors. Two experimental sessions were conducted using custom-developed experimentation software to induce different stimuli. During these sessions, we collected 30 h of physiological, food consumption, and affective states questionnaires data to automatically detect cognitive load and analyse its effect on food choice. Utilising grid search optimisation and leave-one-subject-out cross-validation, a support vector machine model achieved a mean classification accuracy of 85.12\% for the two cognitive load tasks using eight relevant features. Statistical analysis was performed on calorie consumption and questionnaire data. Furthermore, 75\% of the subjects with higher negative affect significantly increased consumption of specific foods after high-cognitive-load tasks. These findings offer insights into the intricate relationship between cognitive load, affective states, and food choice, paving the way for an eating behaviour assistant system to manage food choices during cognitive load. Future research should enhance system capabilities and explore real-world applications.}, language = {en} } @article{HuangRichterKleickmannetal.2022, author = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Richter, Dirk}, title = {Comparing video and virtual reality as tools for fostering interest and self-efficacy in classroom management}, series = {British journal of educational technology / British Educational Communications and Technology Agency}, volume = {54}, journal = {British journal of educational technology / British Educational Communications and Technology Agency}, number = {2}, publisher = {Wiley-Blackwell}, address = {Oxford}, issn = {0007-1013}, doi = {10.1111/bjet.13254}, pages = {467 -- 488}, year = {2022}, abstract = {Video is a widely used medium in teacher training for situating student teachers in classroom scenarios. Although the emerging technology of virtual reality (VR) provides similar, and arguably more powerful, capabilities for immersing teachers in lifelike situations, its benefits and risks relative to video formats have received little attention in the research to date. The current study used a randomized pretest-posttest experimental design to examine the influence of a video- versus VR-based task on changing situational interest and self-efficacy in classroom management. Results from 49 student teachers revealed that the VR simulation led to higher increments in self-reported triggered interest and self-efficacy in classroom management, but also invoked higher extraneous cognitive load than a video viewing task. We discussed the implications of these results for pre-service teacher education and the design of VR environments for professional training purposes. Practitioner notes What is already known about this topic Video is a popular teacher training medium given its ability to display classroom situations. Virtual reality (VR) also immerses users in lifelike situations and has gained popularity in recent years. Situational interest and self-efficacy in classroom management is vital for student teachers' professional development. What this paper adds VR outperforms video in promoting student teachers' triggered interest in classroom management. Student teachers felt more efficacious in classroom management after participating in VR. VR also invoked higher extraneous cognitive load than the video. Implications for practice and/or policy VR provides an authentic teacher training environment for classroom management. The design of the VR training environment needs to ensure a low extraneous cognitive load.}, language = {en} } @article{KuehlMuenzer2021, author = {K{\"u}hl, Tim and M{\"u}nzer, Stefan}, title = {Learning about a serious disease}, series = {Journal of computer assisted learning : JCAL}, volume = {37}, journal = {Journal of computer assisted learning : JCAL}, number = {5}, publisher = {Wiley-Blackwell}, address = {Oxford [u.a.]}, issn = {0266-4909}, doi = {10.1111/jcal.12571}, pages = {1312 -- 1323}, year = {2021}, abstract = {According to the personalization principle, addressing learners by means of a personalized compared to a nonpersonalized message can foster learning. Interestingly, though, a recent study found that the personalization principle can invert for aversive contents. The present study investigated whether the negative effect of a personalized message for an aversive content can be compensated when learners are in a happy mood. It was hypothesized that the negative effect of a personalized compared to a nonpersonalized message would only be observable for participants in a sad mood, while for participants in a happy mood a personalized message should be beneficial. A 2 x 2 between-subject design with mood (happy vs. sad) and personalization (personalized vs. nonpersonalized message) was used (N = 125 University students). Mood was experimentally varied prior to learning. Learning outcomes were measured by a retention and a transfer test. Results were essentially in line with the assumption: For participants in the sad mood condition, a negative effect of a personalized message was observable for retention and transfer. For participants in the happy mood condition, a positive effect of personalized message was observable for retention, but no effect for transfer. Note that the manipulation check measure for the mood induction procedure did not detect differences between conditions; this may be due to a shortcoming of the used measure (as indicated by an additional evaluation study). The study emphasizes the importance to consider the inherent emotional content of a topic, such as its aversive nature, since the emotional content of a topic can be a boundary condition for design principles in multimedia learning. The study also highlights the complex interplay of externally induced and inherently arising emotions.}, language = {en} }