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Experimental analysis of task prioritization training for a group of university flight technology studentsHoover, Amy L. 26 April 2005 (has links)
Task prioritization performance was evaluated for pilots who participated in a
concurrent task management (CTM) training course and pilots who did not. CTM is
the process by which pilots selectively attend to high priority tasks and shed non-priority
tasks. Twenty seven pilots enrolled in a university flight technology program
were randomly assigned to an experimental group and a control group. Pilots flew
pretest and posttest simulated flights on an FAA approved flight training device
(FTD). Twenty potential task prioritization errors were embedded at 14 locations
within the flight scenarios. Pretest CTM performance of the two groups was
comparable. During a two week period between pretest and posttest simulated flights
pilots in the experimental group participated in a CTM training course designed and
taught by an FAA certified flight instructor and pilots in the control group did not.
A Mann-Whitney U test rejected the null hypothesis that there was no
difference in posttest CTM errors between the groups, indicating a positive training
effect for experimental group pilots. Longer term training effects were not evaluated.
Different cognitive processing models described various pilot behaviors; some
behaviors were described by single channel theory, some by single resource theory,
and others by multiple resource theory. Mispriotization due to the interruption of an
aviate task by a communicate task occurred more frequently than interruption of a
navigate task by a communicate task. Fixation on the GPS navigational system caused
more than half the pilots to deviate from primary aviate tasks to attend to the
secondary navigate task.
Additional research with different participants is recommended. A study
comparing training results between pilots who have different training backgrounds is
also recommended. A longer time period between pretest and posttest and/or a
longitudinal study is recommended to test for longer term training effects. Qualitative
studies could also be used to enhance experiments, such as gathering responses from
participants to discern the extent of their learning. Further studies using cockpits with
higher levels of automation and complexity, such as new generation flat panel or 3D
cockpit displays is recommended. / Graduation date: 2005
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Understanding the skill of functional task analysisAdams, Anne Edith 15 November 2010 (has links)
Although widely used, little is known about the nature of expertise involved in functional task analysis, methods used to discover and represent a task structure in terms of goals and subgoals. Training studies indicated that learning task analysis is not trivial. To counter the "task analysis is an art" explanation, this dissertation approached task analysis as a skill acquisition problem that can be understood through scientific inquiry. Two studies were designed to capture and characterize experienced and novice performance. Professional (Study 1) and novice (Study 2) task analysts conducted task analyses on six tasks from two domains (cooking, communication). Master task analyses were created for each task and served as a basis for analysis. Some similar patterns to the task analysis products and errors were observed for the hierarchy dimensions (breadth and depth of analysis), subgoal focus, and versatility. However, differences in separating subgoals (verb-noun pairs) were observed and may be further investigated in the future. Future directions could also focus on understanding the association between the general approach (breadth and depth-first) and the characteristics of the task analysis products.
Skill components of functional task analysis were derived from the findings in both studies conducted for this dissertation.
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Investigating the feasibility of adopting task-based language teachingin a university setting in CambodiaMeas, Sopheak. January 2010 (has links)
As Carless (2007) and Johnson (2001) have pointed out, task-based language teaching (TBLT) has been a subject of immense interest within contemporary English language teaching. However, little is known about TBLT in the context of English as a foreign language such as Cambodia. Recognizing this gap, this study was initiated in order to investigate the feasibility of adopting TBLT in a university setting in Cambodia. The research method for this study involved semi-structured interviews with six university lecturers and a questionnaire survey with 143 third-year students at that same university. It also analyzed the current textbook and some supplementary teaching materials the six teachers used. The study found that a genuine task-based approach was not viable in this particular context due to several such constraints as students’ demands for direct grammar instruction; teachers’ insufficient knowledge of TBLT; teachers’ overriding use of an analytical P-P-P approach; the nature of the textbook; norm-referenced, knowledge-based examinations; etc. Rather, the findings suggested that task-supported language teaching might be more likely to be feasible in this setting. Based on these findings, pedagogic implications and the future research are discussed in the Cambodian context. / published_or_final_version / Education / Master / Master of Education
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You will do better if I watch : anonymity, indentifiability and audience effects in a stereotype threat situation.Forbes, Jared Daryn. January 2009 (has links)
The current study examined stereotype threat or lift (STL) in terms of various elements of social identity theory. STL occurs when a negative stereotype (or positive stereotype) about a group leads to a decrease (or increase) in performance on a task that the group identifies with. The primary focus was the relationship between STL and identifiability, whereby identifiability refers to whether one views one‟s self as an individual or as an anonymous part of a social group. The study examined STL in relation to humanities and science students‟ ability to recognise patterns using two short forms of the Raven‟s Advanced Progressive Matrices (APM) which was developed. The students completed matrices under two conditions; anonymity and visibility to an audience (in-group, out-group and experimenter). When visible, participants performed significantly better than when anonymous, regardless of the STL condition. When examining in-group identification, participants with high in-group identification experienced traditional STL effects while participants with low in-group identification experienced a reversal in effects. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.
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Exploring ecological task analysis: the experience of choice among adults with mobility impairmentsMorphy, Lorraine Yvonne Unknown Date
No description available.
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A prototype goal oriented construction prototype management application for ownersPatterson, Lachlan Joel 22 May 2014 (has links)
The construction industry has had difficulty adopting project management software effectively and in a widespread manner. This thesis seeks to uncover common problems preventing the adoption of new software for construction project management, and to find a method to design more successful software. Construction project managers working at universities in the state of Georgia were selected as the specific group to study. To better define the functions of project management software, as well as uncover benefits both realized and anticipated, research was conducted. A Situation Awareness based approach was selected to result in proposing a prototype application that would specifically match the mental model of the study group. To define the mental model, a Goal Directed Task Analysis method was used by way of an online survey and in-person verification. In order to collect the survey data, a web based Goal Directed Task Analysis application was created and tested as a part of this thesis. Using the survey data, a proposed design for a prototype application was proposed. The application design was specifically made to fulfill the needs of project managers like those in the study group. The GDTA method proved effective in producing a software design. Recommendations to create and test the proposed prototype application are provided as a next step.
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Exploring ecological task analysis: the experience of choice among adults with mobility impairmentsMorphy, Lorraine Yvonne 11 1900 (has links)
Using ecological task analysis as a conceptual framework, this study sought to describe the experiences of choice in physical activity contexts for adults with mobility impairments. Experiences of 3 female and 2 male participants with mobility impairments, ages 18-23 years were explored using the phenomenological research methods of interviews, written stories, and field notes. Thematic analysis revealed three themes: (a) Interpreting the setting described participants interpretation of the environment, person, and task when making movement choices; (b) It just felt right described how participants actively engaged in a process of analyzing alternatives and choosing among them; and (c) Implications of choices made described participants evaluations of good and bad choices and what could be learned. The implications of this exploratory study include enhanced understanding of the assumptions surrounding choice, and appreciation for the multiple layers of affordances and constraints that influence choices in physical activity contexts.
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A conceptual framework for situated task analysis within the context of Computer-Assisted Language Learning system designFarmer, Rod January 2007 (has links)
This thesis examines the role of Human-Computer Interaction (HCI) task analysis within the context of Computer-Assisted Language Learning (CALL) system design. It recognises and critically examines several carrefours that differentiate cognitive from sociocultural task analysis theories in Second Language Acquisition and Human-Computer Interaction. A study into the role of multimodal interaction and second language (L2) vocabulary acquisition revealed the need for an integrative approach to examining learner-computer interaction. In response, a conceptual, situated task analysis framework was developed that promotes (1) a common unit of analysis for principled theoretical investigation and methodological selection; and (2) a formative task analysis framework which considers both software engineering and human-computer interaction practices within CALL system design. / Understanding the extant relationships between learner, theory and practice has become increasingly important in light of recent criticisms of CALL software quality, and its influence on learning outcomes. To further develop our understanding of the role of HCI and Software Engineering in CALL, an empirical exploratory study was undertaken. The design of the study was influenced by research concerning (1) cognitive complexity and language learning; (2) social perspectives on learner-computer interaction; and (3) the intersection between system design, quality, and learner-computer interaction. / Computer-mediated activity in language learning environments can be categorised as a highly social process through its dependency upon a number of sociocultural and environmental contraints. As such, learner-computer interaction is likely to be highly fluid and dynamic. The distinction between static and dynamic environments is a critical determinant when selecting a particular HCI task analysis strategy. To evaluate competing task analysis approaches, a small qualitative study was established that considered the role of multimodal interaction in L2 vocabulary acquisition. Emerging trends from this study served to elucidate the appropriateness of existing HCI theories and their units of analysis within the context of CALL system design. / Participants for this study were selected from an undergraduate Computer Science degree at a major Australian university. Participants had little to no prior knowledge of the L2 used in the study. Participants conducted three sessions with a multimodal speech-enabled language learning tool. After each session, participants completed an immediate recall test and responded to a series of semi-structured interview questions. After an eight week period, participants were asked to take part in a delayed recall and recognition test. Findings from this study showed two distinct trends: (1) a relationship between the degree of multimodal interaction strategy and delayed L2 vocabulary recall and recognition; and (2) the limitations of existing HCI task analysis approaches with respect to analysing learner-computer interaction within the context of CALL system design. As such, this study provided key insights into the role of HCI in CALL, proposing several implications for further research. / Instructed by these findings, research was undertaken to develop an holistic, situated task analysis framework: C.A.S.E (Cognition, Activity, Social Organisation, Environment). Ontological, epistemological and methodological components of the framework are discussed in detail. C.A.S.E provides a conceptual framework for integrating cognitive and social theories on learning, interaction and system design. Consequently, C.A.S.E provides both theoretical and methodological support for bridging the divide between CALL, HCI and Software Engineering. Several applications of the framework relevant to CALL practitioners are described in this thesis. / The outcomes of this investigation establish an agenda for further research. The thesis concludes with a discussion related to CALL system design, specifically the role of Software Engineering in end-user developer CALL activities. To assist readers, additional discussions on Philosophy of Science and Software Engineering have been provided as appendix chapters.
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Task-based assessment for specific purpose Sesotho for personnel in the small business corporation /Lombaard, Malinda. January 2006 (has links)
Thesis (MA)--University of Stellenbosch, 2006. / Bibliography. Also available via the Internet.
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Concurrent verbalization, task complexity, and working memory effects on L2 learning in a computerized task /Medina, Almitra Dadin. January 2008 (has links)
Thesis (Ph.D.)--Georgetown University, 2008. / Includes bibliographical references.
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