Student engagement is a critical component of effective classroom instruction. Many socio-constructive pedagogies, including active learning and peer instruction, depend upon students not only paying attention to, but actively shaping, the learning environment. Student response devices, such as clickers, are thought to increase student engagement by providing students with regular opportunities to check their comprehension or express their opinions. Claims of increased student engagement due to clicker use are often based upon student self-reports and have only a small correlation with observed learning gains or other measures of attentiveness. This paper compared self-report data, pre- and post-test scores, and a direct test of attentiveness to investigate what effect clicker use has on student engagement. Analyses showed that subjects using clickers were significantly slower to respond to tests of attentiveness than subjects in other conditions. This suggests that using clickers affects what students are able or willing to attend to during a lecture. / text

Students use a myriad of disparate technologies and information sources to conduct a variety of activities during the research-paper writing process. While this process is considered a complex task, there is no “information appliance” that provides support. Using established frameworks of the research-paper writing process, an online survey was conducted to describe how activities, sources, and technologies used by students during the process are related to the various phases of that process. Connections were made between activities and technologies to show how an information appliance may support the process from onset to completion. Results show that the activities conducted during the process are iterative. The design application is that some technologies, such as those that support searching, need not be viewable at all times, but must always be available. These connections provide further insight into the student research-paper writing process and provide an example of how design may support task.

Research has studied information seeking behaviour and several models have been developed. Those models were further modified following the emergence of the web. At the beginning of the 2000s, research started focusing on the concept of a user task instead of an activity or a simple action. The studies conducted were aimed to categorize the user activities into high level tasks. Investigating the tasks identified is anticipated to assist with developing tools and applications that would help the user to accomplish those tasks. After categorizing the user information seeking activities into high-level tasks, research continued to investigate changes in the frequencies of the tasks identified. Changes in the user behaviour that accompanied the evolution of the web and its applications have been targeted for improving how users interact with tools intended for accomplishing user activities. However, there has been little emphasis on studying the high-level tasks identified in the case of the web. Even though those tasks differ substantially, users have been using the same web browsing model to accomplish most of the activities under each type of task. The research discussed in this dissertation is concerned with studying the task of information gathering which is also known as the informational task. This task was selected due to: 1) its high frequency on the web (between 48% and 61.25% of the overall tasks users perform); 2) its complexity and the ambiguity associated with the kind of activities that comprise the task; 3) the need for using multiple applications for accomplishing the requirements of this type of task; and 4) the necessity for collecting different types of data from different sources for satisfying the task requirements. The current state in research related to information gathering identifies this task based on a simple description of the user activities that distinguishes information gathering from other kinds of tasks. The research discussed in this dissertation: 1) provides a thorough definition of the task, 2) models its underlying subtasks (sets of related activities), and 3) investigates difficulties and issues associated with each subtask. The investigations lead to design recommendations that resulted in building specific features to be examined during information gathering tasks. The research concluded by providing final recommendations based on the findings which resulted from investigating those features.

The multiple object tracking task (Pylyshyn and Storm, 1988) has long been a standard tool for use in understanding how we attend to multiple moving points in the visual field. In the current experiments, it is first demonstrated that this classical task can be adapted for use in a simulated driving environment, where it is commonly thought to apply. Standard requirements of driving (steering, maintaining headway) are shown to reduce tracking ability. Subsequent experiments (2a, 2b, 2c) investigate the way in which participants respond to events at target and distractor locations, and have bearing on Pylyshyn’s (1989) “indexing” hypothesis. The final experiment investigates the effect of the colour-composition of the tracking set on performance, and may have implications for our theoretical understanding of how tracking is performed. / AUTO21, NSERC, CANDrive

The purposes of this study were to: 1) evaluate the effect of walking speed on gait, balance and cognitive task performance and 2) examine the effect of dual task (cognitive load) on gait balance and cognitive task performance. Twenty young healthy adults (24+6 years of age) were recruited and each participant walked on a motorised treadmill at two speeds(0.5m/s and 0.8m/s), first without performing cognitive tasks, then while performing three types of cognitive loaded tasks. The speed had a significant effect on average and coefficient of variation of temporal gait parameters (P<0.001), cognitive task performance (P<0.001) and center of pressure excursion (P<0.001). No statistically significant effect of speed was found ML trunk displacement. However, dual task (cognitive load) had significant effect on COV of temporal gait (P<0.001), cognition (P<0.001) and trunk motion (P<0.001). In conclusion, the speed and dual task had significant effect on locomotors rhythm, balance, and cognitive performances.

The present thesis examined whether the corvid, Clark’s nutcracker, is able to discriminate knowledge states between human experimenters based upon gestural cues using an object-choice task. To do so, the knowledge state of two experimenters was manipulated – one experimenter was informed, and the other uninformed, as to the location of a hidden food reward. To find the reward, the birds had to use the gesture of the informed experimenter and refrain from using the unreliable gesture of the uninformed experimenter. The nutcrackers responded to the gesture of the informed experimenter at above chance levels when simultaneously presented with the uninformed experimenter’s gesture. When the uninformed experimenter’s gesture was presented alone, the birds continued to follow the gesture. These results suggest the birds learned the gesture was meaningful, perhaps by associative learning, yet when this mechanism was not reliable the nutcrackers based their choices on the knowledge states of the experimenters.

This study investigated dual-task processing in younger and older adults using a psychological refractory period procedure. The first task was to name the color framing a picture; the second task was to either press a button or tilt their body in the direction of the tilt of the picture. In the body-tilt condition, electromyography was used to determine the reaction time. The stimulus-onset asynchrony (SOA) between the onset of the color and tilting of the picture varied from 50 to 1000 ms. In contrast with the response selection bottleneck model, which claims that processing of a second task cannot be completed until the first task is finished, the mode of response for the two tasks directly impacted the ability to avoid the bottleneck. In the body-tilt condition the increase in reaction time to the second task with decreasing SOA was less than in the button press condition, suggesting that processing of the second task could begin before processing of the first task was completed. This was true for both younger and older adults. Contrary to previous findings that older adults cannot engage in simultaneous processing of two tasks, evidence was found that older adults, like younger adults, could bypass the cognitive bottleneck if the second task has a reflexive component.

As the popularity of digitally based communication devices increases, so does the propensity for individuals to find clever ways to convey messages in a shorter amount of space and time. Often, individuals use word or phrase shortening techniques known collectively as text-speak. A majority of investigations into the topic of text-speak have only focused on the potential impact text-speak may have on literacy or scholastic achievement (Crystal, 2008; Pinker 1994; Thurlow, 2003). However, there is a void in empirical investigation into how individuals create text-speak and more importantly how they process it (Farrell & Lyddy, 2012). The primary aim of this dissertation is to systematically investigate text-speak using various methodological techniques to gain a better understanding of how people create text-speak and explore how it elicits meaningful comprehension. An additional aim of this dissertation is to determine whether processing text-speak comes at a cognitive cost.

In recent years, wireless sensor networks (WSNs) have grown rapidly and have had a substantial impact in many applications. A WSN is a network that consists of interconnected autonomous nodes that monitor physical and environmental conditions, such as temperature, humidity, pollution, etc. If required, nodes in a WSN can perform actions to affect the environment. WSNs present an interesting and challenging field of research due to the distributed nature of the network and the limited resources of the nodes. It is necessary for a node in a WSN to be small to enable easy deployment in an environment and consume as little energy as possible to prolong its battery lifetime. There are many challenges in WSNs, such as programming a large number of nodes, designing communication protocols, achieving energy efficiency, respecting limited bandwidth, and operating with limited memory. WSNs are further constrained due to the deployment of the nodes in indoor and outdoor environments and obstacles in the environment. In this dissertation, we study some of the fundamental optimisation problems related to the programming, coverage, mobility, data collection, and data loss of WSNs, modelled as standalone optimisation problems or as optimisation problems integrated with protocol design. Our proposed solution methods come from various fields of research including constraint programming, integer linear programming, heuristic-based algorithms, and data inference techniques. / ProFuN

The interaction between exercise and cognitive task performance has been previously examined using cycle ergometer and treadmill running tasks. The interaction between natural (non-constrained) exercise and cognitive task performance has, however, been well less examined. An example of a natural exercise task would be running outdoors on a steep trail where route selection and foot placement are critical for the runner. The performance of runners is examined in a dual trail-running and working memory task. The working memory task involved counting tones, and was performed at both a low workload, in which they were asked to count every fourth low frequency tone and a high workload in which they were asked to count every fourth low, medium and high frequency tone. In experiment 1, runners performed the tone-counting tasks both while running on a steep trail with uneven terrain and while seated (control conditions). In addition, they ran the trail without a cognitive task load. Running distance and counting accuracy significantly decreased during the dual task trials, there was a linear trend the run distance decreased as the task got harder. As the secondary cognitive task demand increased running performance decreased (linear trend). Cognitive performance was only significantly impaired while running for the hard cognitive task (for the easy cognitive task there was no statistically significant difference). Participants reported an increased workload in the dual run-counting task conditions when compared with the seated task conditions. Reports of task focus and feeling of being spent (exhausted) also varied across task conditions. In experiment 2 unconstrained running was conducted in the same manner, on a flat-even terrain track to establish if the route selection and scanning required to negotiate uneven terrain was causing the dual-task interference, or if there is a general interference effect caused by the self-regulatory demands of running, or the direct demands of running itself (exercise). The linear trend of decreased running performance with increased secondary cognitive demand was similar to experiment 1 - the more cognitive load the less distance traveled. The effect on the cognitive task was, however, not evident in experiment 2; there was no statistically significant difference between cognitive task performance in the dual and single-task conditions. The findings outlined in these experiments, demonstrate dual cognitive tasks have a negative effect on running performance, and the cognitive task may also be affected depending on running intensity, particularly where self-paced natural running over terrain is coupled with complex cognitive tasks.