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Issever D, Catalbas MC, Duran F. Examining Factors Influencing Cognitive Load of Computer Programmers. Brain Sci 2023; 13:1132. [PMID: 37626489 PMCID: PMC10452396 DOI: 10.3390/brainsci13081132] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Revised: 07/26/2023] [Accepted: 07/27/2023] [Indexed: 08/27/2023] Open
Abstract
In this study, the factors influencing the cognitive load of computer programmers during the perception of different code tasks were investigated. The eye movement features of computer programmers were used to provide a significant relationship between the perceptual processes of the sample codes and cognitive load. Thanks to the relationship, the influence of various personal characteristics of programmers on cognitive load was examined. Various personal parameters such as programming experience, age, native language, and programming frequency were used in the study. The study was performed on the Eye Movements in Programming (EMIP) dataset containing 216 programmers with different characteristics. Eye movement information recorded during two different code comprehension tasks was decomposed into sub-information, such as pupil movement speed and diameter change. Rapid changes in eye movement signals were adaptively detected using the z-score peak detection algorithm. Regarding the cognitive load calculations, canonical correlation analysis was used to build a statistically significant and efficient mathematical model connecting the extracted eye movement features and the different parameters of the programmers, and the results were statistically significant. As a result of the analysis, the factors affecting the cognitive load of computer programmers for the related database were converted into percentages, and it was seen that linguistic distance is an essential factor in the cognitive load of programmers and the effect of gender on cognitive load is quite limited.
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Affiliation(s)
- Didem Issever
- Department of Computer Engineering, Faculty of Technology, Gazi University, 06560 Ankara, Turkey;
| | - Mehmet Cem Catalbas
- Department of Electronics and Automation, 1st Organized Industrial Zone Vocational School, Ankara University, 06935 Ankara, Turkey;
| | - Fecir Duran
- Department of Computer Engineering, Faculty of Technology, Gazi University, 06560 Ankara, Turkey;
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Zhang Y, Yang J. Exploring Gender Differences in the Instructor Presence Effect in Video Lectures: An Eye-Tracking Study. Brain Sci 2022; 12:brainsci12070946. [PMID: 35884752 PMCID: PMC9313280 DOI: 10.3390/brainsci12070946] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Revised: 07/07/2022] [Accepted: 07/16/2022] [Indexed: 11/17/2022] Open
Abstract
The instructor’s presence on the screen has become a popular feature in the video lectures of online learning and has drawn increasing research interest. Studies on the instructor presence effect of video lectures mainly focused on the features of the instructor, and few have taken learners’ differences, such as gender, into consideration. The current study examined whether male and female learners differed in their learning performance and eye movement features when learning video lectures with and without the instructor’s presence. All participants (N = 64) were asked to watch three different types of video lectures: audio-video without instructor presence (AV), picture-video with instructor presence (PV), and video-video with instructor presence (VV). They watched nine videos, three of each condition, and completed a reading comprehension test after each video. Their eye movement data were simultaneously collected when they watched these videos. Results showed that learners gained better outcomes after watching the videos with a talking instructor (VV) than those with the instructor’s picture (PV) or without the instructor (AV). This finding suggests that the dynamic presence of the instructor in video lectures could enhance learning through increased social presence and agency. Gender differences were found in their attention allocation, but not behavioral learning performance. When watching the videos with a talking instructor (VV), female learners dwelt longer on the instructor, while males transited more between the instructor and the text. Our results highlight the value of instructor presence in video lectures and call for more comprehensive explorations of gender differences in online learning outcomes and attention distribution.
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Affiliation(s)
- Yuyang Zhang
- Bilingual Cognition and Development Lab, Center for Linguistics and Applied Linguistics, Guangdong University of Foreign Studies, Guangzhou 510420, China;
| | - Jing Yang
- School of International Studies, Zhejiang University, Hangzhou 310058, China
- Correspondence:
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Rekik G, Belkhir Y, Mezghanni N, Jarraya M, Chen YS, Kuo CD. Learning Basketball Tactical Actions from Video Modeling and Static Pictures: When Gender Matters. CHILDREN (BASEL, SWITZERLAND) 2021; 8:children8111060. [PMID: 34828773 PMCID: PMC8618279 DOI: 10.3390/children8111060] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/18/2021] [Revised: 11/01/2021] [Accepted: 11/15/2021] [Indexed: 12/02/2022]
Abstract
Recent studies within the physical education domain have shown the superiority of dynamic visualizations over their static counterparts in learning different motor skills. However, the gender difference in learning from these two visual presentations has not yet been elucidated. Thus, this study aimed to explore the gender difference in learning basketball tactical actions from video modeling and static pictures. Eighty secondary school students (Mage = 15.28, SD = 0.49) were quasi-randomly (i.e., matched for gender) assigned to a dynamic condition (20 males, 20 females) and a static condition (20 males, 20 females). Immediately after watching either a static or dynamic presentation of the playing system (learning phase), participants were asked to rate their mental effort invested in learning, perform a game performance test, and complete the card rotations test (test phase). The results indicated that spatial ability (evaluated via the card rotations test) was higher in males than in female students (p < 0.0005). Additionally, an interaction of gender and type of visualization were identified, supporting the ability-as-compensator hypothesis: female students benefited particularly from video modeling (p < 0.0005, ES = 3.12), while male students did not (p > 0.05, ES = 0.36). These findings suggested that a consideration of a learner’s gender is crucial to further boost learning of basketball tactical actions from dynamic and static visualizations.
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Affiliation(s)
- Ghazi Rekik
- Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia; (G.R.); (M.J.)
- Tanyu Research Laboratory, Taipei 112, Taiwan
| | - Yosra Belkhir
- Department of Physical Education, Al-Udhailiyah Primary School for Girls, Al-Farwaniyah 085700, Kuwait;
- High Institute of Sport and Physical Education, Manouba University, Manouba 2010, Tunisia
| | - Nourhen Mezghanni
- Department of Physical Education and Sport Science, Taif University, Taif 26571, Saudi Arabia;
| | - Mohamed Jarraya
- Research Laboratory: Education, Motricity, Sport and Health (LR19JS01), High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia; (G.R.); (M.J.)
- High Institute of Sport and Physical Education, Sfax University, Sfax 3000, Tunisia
| | - Yung-Sheng Chen
- Tanyu Research Laboratory, Taipei 112, Taiwan
- Department of Exercise and Health Sciences, University of Taipei, Taipei 111, Taiwan
- Exercise and Health Promotion Association, New Taipei City 241, Taiwan
- Correspondence: (Y.-S.C.); (C.-D.K.); Tel.: +886-2-2871-8288 (Y.-S.C.); +886-9-3298-1776 (C.-D.K.)
| | - Cheng-Deng Kuo
- Tanyu Research Laboratory, Taipei 112, Taiwan
- Department of Medical Research, Taipei Veterans General Hospital, Taipei 112, Taiwan
- Department of Medicine, Taian Hospital, Taipei 104, Taiwan
- Correspondence: (Y.-S.C.); (C.-D.K.); Tel.: +886-2-2871-8288 (Y.-S.C.); +886-9-3298-1776 (C.-D.K.)
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