<p> This thesis describes the development and first demonstration of a new Human Factors method, The Tracer Method, which is a combination of Cognitive Task Analysis (CTA) and Eye Tracking. The study evaluated whether the two methods together produce new and different information than either method alone could provide. The method was tested using a video game, <i>Overwatch </i>, a dynamic, complex, and multiplayer game. The evaluation included: 1. Examining both in the same context (game), 2. Establishing unique contributions of each method alone, and 3. Evaluating overlapping information. Results identified some overlap between the two methods that provided some cross-validation of the data. Cognitive Task Analysis provided higher level strategies and course of actions that players implement during their games, while eye tracking provided visual patterns of search (order of eye movements). However, when combined, the two methods provide strategy information in context that neither method alone can provide. CTA elicits insight into how individuals make decisions and apply previous knowledge, experience, and environmental information. Eye tracking can support this through predictive models of individual&rsquo;s eye tracking, to understand which elements are utilized in making predictions and situational assessments. We provide a tutorial and insight into best practices for implementation of The Tracer Method. This is the initial development of the new method, and on-going research is validating it in different environments. The Tracer Method is the first combined and documented systematic methodology that utilizes a changing and complicated environment and tests the interaction and output of Critical Decision Method and Eye Tracking.</p><p>

<p> This research evaluates the usefulness of transformative experience (TE) in engineering education. With TE, students 1) apply ideas from coursework to everyday experiences without prompting <i>(motivated use);</i> 2) see everyday situations through the lens of course content <i>(expanded perception);</i> and 3) value course content in new ways because it enriches everyday affective experience <i>(affective value).</i> In a three-part study, we examine how engineering educators can promote student progress toward TE and reliably measure that progress.</p><p> For the first study, we select a mechanical engineering technical elective, Flow Visualization, that had evidence of promoting <i>expanded perception </i> of fluid physics. Through student surveys and interviews, we compare this elective to the required Fluid Mechanics course. We found student interest in fluids fell into four categories: complexity, application, ubiquity, and aesthetics. Fluid Mechanics promotes interest from application, while Flow Visualization promotes interest based in ubiquity and aesthetics. Coding for <i> expanded perception,</i> we found it associated with students&rsquo; engineering identity, rather than a specific course. In our second study, we replicate atypical teaching methods from Flow Visualization in a new design course: Aesthetics of Design. Coding of surveys and interviews reveals that open-ended assignments and supportive teams lead to increased ownership of projects, which fuels risk-taking, and produces increased confidence as an engineer.</p><p> The third study seeks to establish parallels between <i>expanded perception</i> and measurable perceptual expertise. Our visual expertise experiment uses fluid flow images with both novices and experts (students who had passed fluid mechanics). After training, subjects sort images into laminar and turbulent categories. The results demonstrate that novices learned to sort the flow stimuli in ways similar to subjects in prior perceptual expertise studies. In contrast, the experts&rsquo; significantly better results suggest they are accessing conceptual fluids knowledge to perform this new, visual task. The ability to map concepts onto visual information is likely a necessary step toward expanded perception.</p><p> Our findings suggest that open-ended aesthetic experiences with engineering content unexpectedly support engineering identity development, and that visual tasks could be developed to measure conceptual understanding, promoting expanded perception. Overall, we find TE a productive theoretical framework for engineering education research.</p>

<p> <b>Background:</b> Software engineering teams must have a shared understanding of the system design in order to work independently but successfully integrate their code. These issues of understanding are important to project success but difficult to investigate with current approaches. Current techniques for investigating shared understanding, such as interviews or questionnaires, are limited by the difficulty of team members to externalize knowledge relevant to shared understanding. </p><p> <b>Aims:</b> This research has two goals. The first goal is to identify and validate a measure of shared understanding that researchers can use to investigate issues of shared understanding in software design. The second goal is to evaluate the potential for this measure to be used by practitioners to improve the software design process. </p><p> <b>Method:</b> A measure of shared understanding was developed by adapting an approach from the Team Mental Models literature. Five student teams and two industrial teams were recruited to evaluate the measure empirically. The validity of the measure, the significance of the differences in understanding found, and the applicability for design process improvement were investigated using qualitative techniques, including group interviews, observation, and questionnaires. </p><p> <b>Results:</b> When ranked by the measure of shared understanding, high ranking design concepts were generally, but not consistently, found to be associated with greater similarity of understanding than low ranking concepts. This supports a finding that the measure is valid, but imprecise. Although no specific misunderstandings were identified within the team, some team members found the discussion, guided by the measured differences, valuable for improving shared understanding generally. </p><p> <b>Conclusions:</b> The results support the use of the measure as a tool to investigate shared understanding so long as consideration is given to its limitations. It is premature for practitioners to use the measure to improve the design process. The results are based on only two industrial teams without a history of failures related to shared understanding. Future research should re-evaluate the measurement in different contexts. Guidance is given for additional research to refine the measurement.</p>

<p> The goal of study 1 was to use a remote eye tracker to understand how eye movements change with 7 geometrically varied remote controls to determine design element saliency. 20 participants were used to measure the following eye metrics: number of fixations prior to first fixation of any AOI, time to first fixation of an AOI, number of fixations on an AOI, dwell time of the first fixation on an AOI, total dwell time of an AOI, and the percentage of time spent on an AOI. The results of the study showed that all participants spent between 75&ndash;85% of their time fixated on the button layout which was not defined as an AOI. No statistical differences were found in the values measured for all eye tracking metrics across similarly defined AOIs. In study 2, the objective was to determine attitudes towards appearance and usability of the 7 remote control designs using the participants from study 1. Participants were asked to rate their attitudes and preferences, using a Likert-based questionnaire, about the qualities of appearance and usability for the attributes of proportion, shape, and configuration. They were asked open-ended questions about their likes and dislikes regarding the qualities of appearance and usability. Lastly, participants were given a pairwise comparison survey where they chose their preferred remote design, based on appearance, for 10 paired sets of contrasting remote designs. The hourglass subjacent and hourglass round designs were rated highest for appearance and usability from the Likert questionnaire. The hourglass round design was ranked highest for the pairwise comparison survey. For study 3, the goal was to determine attitudes towards appearance and usability of the 7 remote designs with online participants. 300 participants were asked to rate their attitudes and preferences using the same Likert-based questionnaire from study 2. They were asked the same open-ended questions and administered the same pairwise comparison survey as in study 2. The results of the Likert questionnaire showed that the hourglass subjacent and hourglass round designs were rated highest for appearance and usability. From the pairwise comparison survey, the hourglass round design was ranked the highest.</p><p>

<p> During an extravehicular activity (EVA), the role of an astronaut involves a multitude of complex tasks. Whether that task is a science experiment aboard the International Space Station, or traversing extraterrestrial terrain &ndash; attention, communication, and instruction are essential. As an aid, augmented reality (AR) can portray suit informatics and procedures within line-of-sight while minimizing attentional loss. Currently, there exists little research highlighting the human systems considerations to qualify AR systems for space suit applications. This study quantifies user interface (UI) and human performance measures for an AR prototype on the Mark III space suit. For user testing, 21 military pilots and personnel (11 men, 10 women) evaluated UI search tasks and completed a series of AR-instructed EVA dexterity tasks in an elevated luminosity, background clutter, and workload scenario. UI results suggest correlations for readability and usability; whereas, human performance results provide situational awareness, workload, and task performance data.</p><p>