TY - GEN
T1 - Use of mouse-tracking method to measure cognitive load
AU - Rheem, Hansol
AU - Verma, Vipin
AU - Becker, D. Vaughn
N1 - Publisher Copyright:
© 2018 by Human Factors and Ergonomics Society (HFES). All rights reserved.
PY - 2018
Y1 - 2018
N2 - 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 mousetracking 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 arc implications of these results for computerized education platforms.
AB - 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 mousetracking 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 arc implications of these results for computerized education platforms.
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U2 - 10.1177/1541931218621449
DO - 10.1177/1541931218621449
M3 - Conference contribution
AN - SCOPUS:85066845116
T3 - Proceedings of the Human Factors and Ergonomics Society
SP - 1982
EP - 1986
BT - 62nd Human Factors and Ergonomics Society Annual Meeting, HFES 2018
PB - Human Factors and Ergonomics Society Inc.
T2 - 62nd Human Factors and Ergonomics Society Annual Meeting, HFES 2018
Y2 - 1 October 2018 through 5 October 2018
ER -