Use of Mouse-tracking Method to Measure Cognitive Load
Use of Mouse-tracking Method to Measure Cognitive Load
复制标题
使用鼠标追踪方法测量认知负荷
DOI：
10.1177/1541931218621449
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
D. V. Becker
中科院分区：
文献类型：
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作者：
Hansol Rheem;Vipin Verma;D. V. Becker
与计算机化教育平台相结合，鼠标跟踪技术可以提供一种廉价且侵入性较小的工具来评估认知负荷。本研究探讨了鼠标跟踪是否可以量化认知负荷的变化。参与者进行了双重任务，这要求他们执行的主要任务，移动电脑鼠标光标沿着垂直和水平轴的目标，和次要的算术任务，旨在施加不同程度的认知负荷。对鼠标跟踪数据的分析表明，当参与者被赋予更大的认知负荷的次要任务时，观察到更慢的平均反应时间和更小的轨迹偏差，而当参与者将光标移向较小的目标时，观察到更慢的平均反应时间和更大的轨迹偏差。认知负荷效应和运动任务难度（目标大小）之间的定量差异背后的原因进行了讨论，这些结果对计算机化教育平台的影响。
Integrated with computerized education platforms, the mouse-tracking technique could provide an inexpensive and less intrusive tool for assessing cognitive load. The present study examined whether mouse-tracking can quantify changes in cognitive load. Participants performed a dual-task, which required them to perform primary tasks of moving a computer mouse cursor along the vertical and the horizontal axes to a target, and secondary arithmetic tasks designed to impose different levels of cognitive load. Analyses of the mouse-tracking data indicated that slower mean response time and less trajectory deviation were observed when participants were given secondary tasks imposing a greater cognitive load, whereas slower mean response time and greater trajectory deviation were observed when participants moved a cursor toward a smaller-sized target. The cause behind the quantitative difference between the cognitive load effect, and the motor task difficulty (target size) is discussed, as are implications of these results for computerized education platforms.