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There is an ongoing debate regarding the construct of team workload and a central point in that debate is team workload’s relation to individual workload. This study set out to investigate this relationship. To assess the participants workload a microworld called C3Fire was used to simulate a complex control situation in which teams had to cooperate to complete the task of fighting a forest fire. Twelve teams that consisted of four members in each team were recruited. In the microworld each member of the team took on one out of four separate roles and completed three different scenarios with varying degree of difficulty in C3Fire. After each scenario, a number of questionnaires aimed at gauging different aspects of the teams’ experience in the microworld was administered. The questionnaire in focus of the current study was the DATMA questionnaire, which was used to measure individual workload and team workload. To assert the relationship between the two constructs a multiple linear regression was conducted. The results provided showed that individual workload could be used as a significant predictor for modeling team workload. The study therefore concludes that there is evidence for a relationship in which each team members individual workload could be the parts of the total sum of team workload.

Doctor of Philosophy / Department of Psychology / Patrick A. Knight / Over 50 years of research has supported the positive relationship between feedback and performance improvement. A recent meta-analysis suggests that feedback may not be beneficial for performance, and that it may actually be harmful for performance (Kluger & DeNisi, 1996). This study suggests that these inconsistencies exist because positive and negative feedback are treated like opposite sides of the same scale. In reality, positive and negative feedback are two very different types of information and should be treated differently. Current research examines feedback delivered interpersonally. When delivering feedback this way, positive feedback is often accepted while negative feedback is rejected. The current study states that alternate delivery methods may be better for the acceptance and use of negative feedback. It is suggested that negative feedback received directly from the task itself may be more accepted, more intrinsically motivating, and result in less negative emotion for receivers than negative feedback from interpersonal sources. Two hundred and two university students participated in a simple computer simulation task. They received feedback regarding their performance and then participated in the task a second time. Results revealed no differences between conditions in acceptance, possibly a result of task. When receiving negative feedback from the task, participants experienced greater intrinsic motivation than when receiving negative feedback from interpersonal sources. Finally, negative feedback from the task resulted in less negative emotion than negative feedback from interpersonal sources. By removing the interpersonal interaction, the task removes a great deal of negative emotion associated with the supervisor. This study revealed great potential for the task as a source of negative feedback. Although the workforce may not be ready for a full task-feedback system, it may serve as a good supplement for interpersonal feedback and worthy of future research in the field setting.

L’évolution des technologies et la mutation du rôle attribué aux opérateurs de l’industrie suscitent un essor de la littérature concernant l’assistance aux procédés de fabrication. Cette thèse de psychologie s’inscrit dans cette littérature. Son objectif est de concevoir un assistant de contrôle aux procédés de fabrication, le compagnon virtuel, qui permette de maintenir à la fois les performances et les compétences des opérateurs. Le système étudié, une usine aéronautique, nécessite le recours à la simulation de processus physiques dynamiques. Deux champs de la littérature sont mobilisés : les cadres théoriques autour de la conception d’interfaces pour les environnements dynamiques et ceux sur le développement des compétences. Une méthodologie en trois parties est utilisée : (1) analyse de l’activité des opérateurs dans l’atelier réel, (2) validation d’un micromonde et (3) test d’un compagnon virtuel dans le micromonde. Les résultats montrent que les opérateurs de l’atelier réel mobilisent un schème trompeur lors de leur activité. Ce schème trompeur est également présent chez des participants tout-venants et il a un effet sur les performances des participants entrainés dans le micromonde. Enfin, le compagnon virtuel, conçu selon les principes de l’EID, ne permet pas de faire disparaitre le schème trompeur. Cependant, il permet aux participants qui n’utilisent pas le schème trompeur d’obtenir de bonnes performances. Les résultats obtenus étayent l’idée qu’il est pertinent de vérifier si des opérateurs ne mobilisent pas des schèmes trompeurs qui pourraient être un frein à l’utilisation des interfaces proposées pour les assister. / The evolution of technology and the shift in the role devoted to operators in industry, from simple task execution to complex system control, provoke a development of the literature concerning assistance to fabrication process. This thesis of psychology joins this literature. It aims at designing an assistant to fabrication process, called the virtual companion, which would both support performances and maintain or improve competences. In particular, the virtual companion would be addressed to operators in an aeronautical factory. The case study requires in line simulation of dynamic physical processes. Two fields of the literature were used: frameworks concerning interface design for dynamic situations and those concerning competences. A three-parts methodology was used: (1) activity analysis of the operators in the real factory, (2) conception and validation of a microworld, and (3) design and test of a virtual companion in the microworld. Results show that the operators of the factory use a misleading scheme during their activity. This misleading scheme is also used by random participants. Moreover, this misleading scheme has an effect on the performances of random participants trained in the microworld. Finally, the virtual companion, whose interface is design based on EID principles, does not eliminate the misleading scheme. However, the participants who did not use the misleading scheme performed better after using the virtual companion. This results leads to the conclusion that studying the operators’ use of misleading schemes seems accurate as such schemes may impair the use of interfaces designed to support their activity

The focus of this thesis was to find and evaluate the information resources available to teachers, in the context of creating or conducting demonstrational and student experiments in the Physics of the Microworld at high school. Another goal of the thesis was the creation of four sets of aids for experiments from various areas of microworld physics taught at the high school level. These sets contain instructions for teachers and worksheets for pupils. Another goal was to make the sets portable, which all four met. Part of this work is a description of the created experimental sets, worksheets for pupils and texts for teachers. The experimental sets will be stored on the premises of the Department of Physics Education and will be available for loan to teachers for teaching purposes.

The main idea of my diploma work is the view into the invisible world of microscopic objects. Their forms and structures are not used as such, but they are taken out from them and new forms are created from them. With a exaggeration absurdity and illustrating, I create new dimensions of the world that can not be seen by the eye or the device. Using the combination of spatial and also flat painting, I point to the paradox of the existence of space as the human being perceived it.

Microworlds are visual, 2D grid-based worlds with programmable actors that help ease students into programming. Microworlds have been used as a pedagogical tool for teaching students to program in an object-oriented paradigm for several years now. With the popularity of Android smart phones, creating a pedagogical microworld for Android can help students learn not just Java, OO and event-driven concepts, but also learn to use the Android framework to create concrete, real-world applications. This thesis presents Sofia.Micro, an Android-based pedagogical microworld framework that not only allows Greenfoot-style microworld programs to run on Android, but also adds additional functionalities to microworlds that have not been previously explored, such as built-in shape and physics support, event-driven programming in a microworld context, and allowing for both Greenfoot-style actors and Karel-style actors in the same world. / Master of Science

The Interactive Physics Laboratory is a project created at MFF UK. The idea is to provide access to interesting physical experiments to high-school students. This paper describes installation of experiments covering the topic "Physics of the microworld". After the topic is analysed, several suitable experiments are chosen, made oparational and supporting manuals and worksheets created. At the very end, actual high school students are brought in for testing. Powered by TCPDF (www.tcpdf.org)

<p>Det är viktigt med ett effektivt samarbete och en välfungerande kommunikation i dynamiska miljöer, till exempel vid släckningsarbetet av en brand. Bristande kommunikation i en sådan miljö skulle kunna få förödande konsekvenser.</p><p>Denna uppsats bygger på material från studien ”Bridging Cultural Barriers to Collaborative Decision Making in On-Site Operations Coordination Centers”, där 32 svenskar samarbetade i olika lagkonstellationer med att släcka simulerade eldar i mikrovärlden C3Fire.</p><p>Kommunikationsteorier visar på att personer samtalar med varandra efter en viss struktur; deras yttranden tenderar att komma i par, så kallade närhetspar. Denna studie syftade till att undersöka närhetspar i beställningssekvenser, i form av en beställning av vatten och/eller bränsle följd av en bekräftelse. Till sin hjälp hade försöksdeltagarna en datorskärm med en karta samt tillgång till ett e-postverktyg för att kommunicera inom laget. Varje person genomgick åtta spelomgångar, vilket resulterade i totalt 64 spelomgångar. De lag som lyckades släcka elden antogs ha större andel närhetspar i beställningssekvenserna, vilket innebar att de skulle bekräfta varandras beställningar mer kontinuerligt än de lag som inte lyckades släcka elden. För studiet av närhetsparen kategoriserades e-postmeddelandena från samtliga spelomgångar, för att se hur strukturen i kommunikationen såg ut.</p><p>Resultatet visade på att något annat måste ha påverkat de medverkandes prestation, eftersom det inte fanns någon påtaglig skillnad i andelen närhetspar i beställningssekvenserna mellan de olika lagen. Det uppmärksammades att de inte bekräftade varandras beställningar endast genom e-postmeddelanden utan även genom direkta manipulationer. Anledningen till detta antas vara att alla lagmedlemmar blev presenterade samma information på sina datorskärmar, vilket frambringade en mer implicit kommunikation.</p> / <p>Efficient communication and cooperation is important in dynamic environments, for instance in fire-fighting teamwork. A lack of communication in this environment could cause devastating consequences.</p><p>This Master’s thesis is based on material from ”Bridging Cultural Barriers to Collaborative Decision Making in On-Site Operations Coordination Centers”, a study where 32 Swedes collaborated in teams conducting fire-fighting exercises in the micro-world C3Fire.</p><p>Communication theories propose that people talk with each other after a certain structure; their utterances tend to come in pairs, so-called adjacency pairs. The purpose of this study was to examine adjacency pairs in request sequences, in form of a request for water and/or fuel followed by a confirmation. The participants had access to a computer screen with a map together with an e-mail tool, to communicate within the team. Every person participated in eight rounds of the game, which resulted in 64 rounds of the game altogether. The teams who managed to extinguish the fire were assumed to have a larger amount of adjacency pairs in their request sequences than the teams who did not extinguish the fire. For the study of the adjacency pairs, the e-mails were categorized, to see what the structure of the communication looked like.</p><p>The result showed that some other factor must have influenced the participants’ performance, since there was no obvious difference in the amount of the adjacency pairs in the request sequence between the teams. It was observed that the team members did not confirm each other’s requests just by sending e-mail, but also by direct manipulations. The reason for this is assumed to be that every member of the team was shown the same information on his computer screen, which gave rise to a more implicit communication.</p>

Cette thèse s’intéresse à la manière d’optimiser l’apprentissage du pilotage par l’amélioration de l’éducation du comportement oculaire. Dans divers domaines (e.g., médical, aéronautique), différentes méthodes d’éducation du comportement oculaire ont démontré leur efficacité quant à leur capacité à optimiser le temps d’apprentissage d’une tâche. Toutefois, dans le domaine du pilotage, cela n’a reçu que très peu de validation empirique (Ziv, 2016) notamment à cause de difficultés de mise en œuvre technique et méthodologique inhérentes à la nature dynamique et complexe de l’activité de pilotage (Eyrolle et al., 1996). Dans le but d’éduquer le comportement oculaire des élèves-pilotes, nous avons tout d’abord modélisé les caractéristiques du comportement oculaire à adopter. Puis nous avons conçu, développé et validé expérimentalement un outil spécifique, le PilotGazeTrainer, permettant de mettre en œuvre une nouvelle méthode originale d’éducation du comportement oculaire basée sur deux principes essentiels : l’analyse permanente du regard du participant, et l’affichage en temps-réel de feedbacks visuels ou sonores. Afin d’évaluer cette nouvelle méthode, nous avons réalisé plusieurs expérimentations sur un simulateur de vol et sur un micromonde développé pour l’occasion (l’AbstractFlyingTask). Les premiers résultats montrent que notre méthode permet, en très peu de temps, une modification durable du comportement oculaire bénéfique pour les personnes concernées. Ces résultats comportementaux ont également révélé le potentiel des outils développés – le micromonde AbstractFlyingTask et le PilotGazeTrainer – pour éduquer le comportement oculaire. / This thesis focuses on how to optimize the learning of piloting by improving the ocular behavior educationIn several fields (e.g., medical, aeronautics), various methods of ocular behavior educating have demonstrated their effectiveness in their ability to optimize the learning of a task. However, the education of ocular behavior has received few empirical validations in the field of piloting training (Ziv, 2016) especially because of difficulties in the technical and methodological implementation (e.g., real-time analysis of the gaze location) inherent in the dynamic and complex nature of the piloting situation (Eyrolle, Mariné & Mailles, 1996). In order to educate the ocular behavior of the pilot students, we first modeled the characteristics of the ocular behavior to be adopted. Then we designed, developed and validated experimentally a first specific tool, the PilotGazeTrainer (a software), which allows the implementation of a new and original method of ocular behavior education based on two essential principles: the permanent analysis of the participant's ocular behavior, and the production in real-time of visual or sound feedbacks. In order to evaluate this new method, we conducted several experiments on a flight simulator and on a microworld developed for the purposes of this evaluation (the AbstractFlyingTask). The first results show that our method allows a lasting modification of the ocular behavior in a very short intervention time. These behavioral results also revealed the potential of the developed tools - the AbstractFlyingTask microworld and the PilotGazeTrainer - to educate ocular behavior.