Studying the field of visual attention in the context of games can help level designers to make the players feel more immersed and increase the general enjoyment of a game. With the help of visual cues, the designers are able to lead the players through the levels without breaking the aesthetics of the game, thus preventing to break the immersion. This study is presenting a method for analyzing visual cues in a 3D adventure platform game. Gathering data with the help of today's eye-tracking technology. The results can ultimately be used as a guideline for future work in the field.

No / The importance of peripheral visual cues in the control of minimum-foot-clearance during overground locomotion on a clear path was investigated. Eleven subjects walked at their natural speed whilst wearing goggles providing four different visual conditions: upper occlusion, lower occlusion, circumferential–peripheral occlusion and full vision. Results showed that under circumferential– peripheral occlusion, subjects were more cautious and increased minimum-foot-clearance and decreased walking speed and step length. The minimum-foot-clearance increase can be interpreted as a motor control strategy aiming to safely clear the ground when online visual exproprioceptive cues from the body are not available. The lack of minimum-foot-clearance increase in lower occlusion suggests that the view of a clear pathway from beyond two steps combined with visual exproprioception and optic flow in the upper field were adequate to guide gait. A suggested accompanying safety strategy of reducing the amount of variability of minimum-foot-clearance under circumferential–peripheral occlusion conditions was not found, likely due to the lack of online visual exproprioceptive cues provided by the peripheral visual field for fine-tuning foot trajectory.

Visual cues are a technique used for the purposes of guiding a viewer towards points of interest. Most commonly this is done with the use of color and contrast to make objects stick out more from its environment. Within the context of video games, visual cues are implemented to guide player actions in otherwise complex scenarios. Due to the steady increase of high-fidelity graphics in video games, visual cues are becoming more important for players so that visual clarity can still be maintained. In the video games analyzed in this thesis this is primarily done by adding a glowing outline (highlight) around the object or entity that the game designers want the player to interact with. Thus, this thesis attempts to explore two different qualities of visual cues: color and glow intensity, to see their effects on player performance and experience. To do this, an experiment was conducted in a scaled-down version of an FPS game with the purpose of testing these different qualities in four different scenarios and how they may influence both reaction time and player satisfaction. The results from this study indicate that neither of the tested qualities had any significant impact on a participant’s ability to complete their task. On the other hand: color had a big effect on player experience where one color, purple, was deemed irritating by most participants. Finally, the differences in glow intensity went unnoticed in most of the tested scenarios which points towards color being the more important quality of the ones tested in this study.

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This study examined the role of olfactory and visual cues in host finding of the pine bark beetles Hylastes ater and Hylurgus ligniperda and the burnt pine longhorn beetle Arhopalus ferus. The ultimate aim of this research was to provide new information on attractant and repellent (such as non-host leaf volatiles) stimuli to improve monitoring methods and reduce the attack by wood-boring and bark beetle species. A field trapping trial of visual and olfactory cues near Nelson caught 7842 H. ater, 274,594 H. ligniperda and 16,301 A. ferus adults. There were significant effects of both visual (colour and sihoutte) and olfactory (host and non-host volatiles) cues for all three species. The highest catches were in black (host mimicking), panel flight intercept traps baited with attractant (α-pinene and ethanol) and the lowest in clear or white (non-host mimicking) control traps. The repellent, green leaf volatiles (GLV) ((E)-2-hexen-1-ol & (Z)-3-hexen-1-ol) when present on traps with attractant reduced catches significantly but modestly in H. ater and H. ligniperda, but had no significant effect on A. ferus. A field trial near Christchurch found that GLV applied as a topical repellent halved the number of beetles attacking Pinus radiata logs. This reduction was significant in H. ligniperda, but not quite (P = 0.07) in H. ater. Placing logs among broadleaved plants (natural sources of non-host volatiles) significantly reduced attack of H. ligniperda by about 75% compared to logs in the open, but had no effect on H. ater. Attack by H. ater was found on 4% of 500 P. radiata seedlings in a field trial near Dunedin. Treatment of seedlings with GLV significantly affected the severity and proportion of seedlings attacked by H. ater, compared with insecticide-treated and control seedlings, but the treatment effect was apparently driven by an unexpected direct damaging effect of GLV on the health of seedlings. It is recommended that future research explores the use of non-host volatiles from natural sources that influence host finding in wood–boring and bark beetle species for the protection of plantation forests in New Zealand.

abstract: The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load and intrinsic motivation, as well as the potential interaction between the two factors in a multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N = 21) to one of the six experimental conditions in a 2 X 3 factorial design with visual cueing (visual cues vs. no cues) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. They completed a pretest, subjective cognitive load questions, intrinsic motivation questions, and a posttest during the course of the experience. A subsample (49 out of 126) of the participants' eye movements were tracked by an eye tracker. The results revealed that (a) participants presented with visually cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations; and (b) cognitive load and intrinsic motivation had different impacts on learning in multimedia due to the moderation effect of visual cueing. There were no other significant findings in terms of learning outcomes, cognitive load, intrinsic motivation, and eye movements. Limitations, implications and future directions are discussed within the framework of cognitive load theory, cognitive theory of multimedia learning and cognitive-affective theory of learning with media. / Dissertation/Thesis / Ph.D. Educational Technology 2011

Research within cognitive hearing science has throughout the years examined the relationship between speech recognition and cognitive functioning. The purpose of this study was to examine the effects of hearing aid experience, fluid intelligence, and visual cues on speech-in-noise recognition. Data from the n200 database by Rönnberg et al. (2016) was analyzed to address two research problems: (1) whether the number of years of hearing aid use influence reliance on visual cues in speech-in-noise recognition and (2) how the relationship between fluid intelligence and reliance on visual cues changes depending on hearing aid use experience. Data from 214 participants with hearing impairment was analyzed using linear mixed effects models. No statistically significant interactions were observed in the results for both research questions. However, the results indicated that increased hearing aid experience, as well as the presence of visual cues resulted in better speech-in-noise recognition ability.

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Master of Science / Department of Psychology / Richard J. Harris / The increasing number of non-native English-speaking instructors in American universities constitutes an issue of controversial debate, concerning the interaction of native English- speaking students and non-native English speaking instructors. This study investigated the effects of native or non-native speakers and audiovisual or audio-only lecture mode on English native speakers’ comprehension and memory for information from a classroom lecture, measuring both factual memory and strength of pragmatic inferences drawn from the text. College students (N = 130) were tested on their comprehension of information derived from basic entomology lectures given by both an English native speaker and an English non-native speaker GTA. Participants also evaluated both lecturers in terms of communication skills. Results indicated that participants evaluated the native speaker as having better communication skills, which is in accordance with previous studies suggesting that both the difficulty of understanding non-native-accented speech (Reddington, 2008) and the possibility of prejudice triggered when listeners hear a non-native accent (Bresnahan et al., 2002) influence listeners’ evaluations of English non-native speaker instructors. Results revealed that familiarity with the topic also played an important role in listening comprehension, especially for lectures given by the non-native speaker. Likewise, the access to visual cues (gestures and facial expressions) enhanced understanding, but it was not a pre-requisite for adequate comprehension when the topic of the lectures did not require visual information. These findings were consistent with the polystemic speech perception approach (Hawkins, 2003), in that it is not essential to recognize all words in text in order to make connections with previous knowledge and construct meaning. Furthermore, overall participants took longer to answer questions from lectures given by the non-native speaker than by the native speaker. This suggests that non-native-accented speech may require more time to answer questions related to that speech, although listeners can adapt to it quickly (Derwing, 1995). Findings from this study are important in suggesting tools for thinking about how different aspects of a lecture can contribute to the learning process. Implications for further research are addressed.

Speech often occurs in challenging listening environments, such as masking noise. Visual cues have been found to enhance speech intelligibility in noise. Although the facilitatory role of audiovisual integration for perception of speech has been established in native speech, it is relatively unclear whether it also holds true for speech produced by nonnative speakers. Native listeners were presented with English sentences produced by native English and native Korean speakers. The sentences were in either audio-only or audiovisual conditions. Korean speakers were rated as more accented in audiovisual than in the audio-only condition. Visual cues enhanced speech intelligibility in noise for native English speech but less so for nonnative speech. Reduced intelligibility of audiovisual nonnative speech was associated with implicit Asian-Foreign association, suggesting that listener-related factors partially influence the efficiency of audiovisual integration for perception of speech produced by nonnative speakers. / text