Frank J. Lee

Production compilation: a simple mechanism to model complex skill acquisition.

In this article we describe production compilation, a mechanism for modeling skill acquisition. Production compilation has been developed within the ACT-Rational (ACT-R; J. R. Anderson, D. Bothell, M. D. Byrne, & C. Lebiere, 2002) cognitive architecture and consists of combining and specializing task-independent procedures into task-specific procedures. The benefit of production compilation for researchers in human factors is that it enables them to test the strengths and weaknesses of their task analyses and user models by allowing them to model the learning trajectory from the main task level and the unit task level down to the keystroke level. We provide an example of this process by developing and describing a model learning a simulated air traffic controller task. Actual or potential applications of this research include the evaluation of user interfaces, the design of systems that support learning, and the building of user models.

Does Learning a Complex Task Have To Be Complex?: A Study in Learning Decomposition.

Many theories of skill acquisition have had considerable success in addressing the fine details of learning in relatively simple tasks, but can they scale up to complex tasks that are more typical of human learning in the real world? Some theories argue for scalability by making the implicit assumption that complex tasks consist of many smaller parts, which are learned according to basic learning principles. Surprisingly, there has been rather sparse empirical testing of this crucial assumption. In this article, we examine this assumption directly by decomposing the learning in the Kanfer-Ackerman Air-Traffic Controller Task (Ackerman, 1988) from the learning at the global level all the way down to the learning at the keystroke level. First, we reanalyze the data from Ackerman (1988) and show that the learning in this complex task does indeed reflect the learning of smaller parts at the keystroke level. Second, in a follow-up eye-tracking experiment, we show that a large portion of the learning at the keystroke level reflects the learning even at a lower, i.e., attentional level.

Wiizards: 3D gesture recognition for game play input

Gesture based input is an emerging technology gaining widespread popularity in interactive entertainment. The use of gestures provides intuitive and natural input mechanics for games, presenting an easy to learn yet richly immersive experience. In Wiizards, we explore the use of 3D accelerometer gestures in a multiplayer, zero sum game. Hidden Markov models are constructed for gesture recognition, providing increased flexibility and fluid tolerance. Users can strategically effect the outcome via combinations of gestures with limitless scalability.

Intention superiority effect: A context-switching account

Intention superiority effect [J. Exp. Psychol. Learn. Mem. Cogn. 19 (1993) 1211; J. Exp. Psychol. Learn. Mem. Cogn. 24 (1998) 350] is the finding that the times to retrieve memory items related to uncompleted or partially completed intentions are faster than for those with no associated intentions. However, this relationship reverses when the intended tasks are completed [J. Exp. Psychol. Learn. Mem. Cogn. 24 (1998) 350; Mem. Cogn. 27 (1999) 320]. That is, the times to retrieve memory items related to completed intentions are slower than for those with no associated intentions. In this paper, we present a computational account of the intention superiority effect using the ACT-R cognitive architecture [Atomic components of thought. Mahwah, NJ: Lawrence Erlbaum Associates, 1998]. Our modeling approach is based on the idea that uncompleted or partially completed intentions are available as context in the current goal, and they prime related memory items while inhibiting unrelated memory items. However, once the intended tasks are completed, they are removed from the current goal, which produces an inhibitory effect on memory items associated with them. We describe an ACT-R model that is able to reproduce all of the effects reported in Marsh et al. [J. Exp. Psychol. Learn. Mem. Cogn. 24 (1998) 350].

Interface Challenges for Mobile Tutoring Systems

Mobile devices used in education have the potential to provide learners with access to tutoring systems outside of the classroom or computer laboratory setting. To effectively deliver tutors on mobile devices, developers must consider the interface constraints imposed by the devices. The primary restriction is the small display available to users and the large amount of text and diagrams integral to desktop tutors. This paper describes two approaches to creating a mobile tutor interface and discusses the tradeoffs of each approach.

No Effect of Commercial Cognitive Training on Brain Activity, Choice Behavior, or Cognitive Performance

Increased preference for immediate over delayed rewards and for risky over certain rewards has been associated with unhealthy behavioral choices. Motivated by evidence that enhanced cognitive control can shift choice behavior away from immediate and risky rewards, we tested whether training executive cognitive function could influence choice behavior and brain responses. In this randomized controlled trial, 128 young adults (71 male, 57 female) participated in 10 weeks of training with either a commercial web-based cognitive training program or web-based video games that do not specifically target executive function or adapt the level of difficulty throughout training. Pretraining and post-training, participants completed cognitive assessments and functional magnetic resonance imaging during performance of the following validated decision-making tasks: delay discounting (choices between smaller rewards now vs larger rewards in the future) and risk sensitivity (choices between larger riskier rewards vs smaller certain rewards). Contrary to our hypothesis, we found no evidence that cognitive training influences neural activity during decision-making; nor did we find effects of cognitive training on measures of delay discounting or risk sensitivity. Participants in the commercial training condition improved with practice on the specific tasks they performed during training, but participants in both conditions showed similar improvement on standardized cognitive measures over time. Moreover, the degree of improvement was comparable to that observed in individuals who were reassessed without any training whatsoever. Commercial adaptive cognitive training appears to have no benefits in healthy young adults above those of standard video games for measures of brain activity, choice behavior, or cognitive performance. SIGNIFICANCE STATEMENT Engagement of neural regions and circuits important in executive cognitive function can bias behavioral choices away from immediate rewards. Activity in these regions may be enhanced through adaptive cognitive training. Commercial brain training programs claim to improve a broad range of mental processes; however, evidence for transfer beyond trained tasks is mixed. We undertook the first randomized controlled trial of the effects of commercial adaptive cognitive training (Lumosity) on neural activity and decision-making in young adults (N = 128) compared with an active control (playing on-line video games). We found no evidence for relative benefits of cognitive training with respect to changes in decision-making behavior or brain response, or for cognitive task performance beyond those specifically trained.

Using video games to facilitate understanding of attention deficit hyperactivity disorder: a feasibility study

This paper presents an approach for facilitating understanding of Attention Deficit Hyperactivity Disorder (ADHD) through the procedural rhetoric of our persuasive video game { em Drawn to Distraction}. Different from realistic simulations, our game is designed to convey a message about the disorder primarily through game mechanics. To test the feasibility of this approach, we conducted a series of studies involving caregivers of ADHD-affected children and the general public. The results, especially in Experiment 3, show promising trends on the feasibility of using persuasive games to promote understanding of psychological disorders.

Say Cheese!: Games for Successful Academic and Student Networking

Networking is a vital but stressful aspect of academic life, one which digital games may be able to make more playful. Existing examples of networking games require players to interact as part of the game-play, and therefore do not bypass the stressful part of networking. In contrast, many other games successfully encourage interaction between players whilst avoiding causing stress to the players. Flashbulb is a networking game that only requires a photograph of another player to be taken in order to progress. Players can choose whether to start a conversation depending on the target and situation. Thematic analysis of interviews with Flashbulb players found that despite not including an icebreaking requirement, it encouraged networking and widened the scope of those spoken to. The act of photographing players promoted conversations without forcing players to engage in uncomfortable discussions. We make recommendations for the design of future iterations of networking games.

An Optical Brain Imaging Study on the Improvements in Mathematical Fluency from Game-based Learning

In this study we examined the effectiveness of game-based learning in improving math fluency compared to a conventional drill and practice approach. An optical brain imaging method called functional near-infrared spectroscopy (fNIR) was utilized to assess changes in brain activation in prefrontal cortex related to cognitive load and working memory functions, so that the improvement gained by the increased attentional and cognitive training involved in a mobile game called MathDash could be examined in terms of how and why game-based learning can be effective. Overall, our experiment with college students indicated that Math Dash was equally effective in terms of improving computational fluency in comparison to the drill and practice approach.