Günter Daniel Rey

In situ understanding of performance bottlenecks through visually augmented code

Finding and fixing performance bottlenecks requires sound knowledge of the program that is to be optimized. In this paper, we propose an approach for presenting performance-related information to software engineers by visually augmenting source code shown in an editor. Small diagrams at each method declaration and method call visualize the propagation of runtime consumption through the program as well as the interplay of threads in parallelized programs. Advantages of in situ visualization like this over traditional representations, where code and profiling information are shown in different places, promise to be the prevention of a split-attention effect caused by multiple views; information is presented where required, which supports understanding and navigation. We implemented the approach as an IDE plug-in and tested it in a user study with four developers improving the performance of their own programs. The user study provides insights into the process of understanding performance bottlenecks with our approach.

Seductive details and attention distraction - An eye tracker experiment

Seductive detail effect for learning contexts containing no time limits confirmed.Attention distraction explanation for the seductive detail effect partly confirmed.Eye tracking data reveal insights into the processing of seductive details. The seductive detail principle asserts that people learn more deeply from a multimedia presentation when interesting but unimportant adjuncts are excluded. The recent eye tracker experiment attempts to expand this principle for learning contexts containing no time limits and examines the moderating effect of attention control. Students (N=55) received an illustrated introduction to factor analysis and then took a retention and transfer test. Each learner was randomly assigned to one cell of a 2 (with or without seductive text passages)i?2 (with or without seductive illustrations) between subjects factorial design. Students who did not receive seductive text passages or seductive illustrations performed better on transfer, but not on retention than did learners receiving these details. The lower the learner attention control (measured with an anti-saccadic test), the more harmful were seductive text passages on transfer. Eye movements indicate that seductive text passages and illustrations might impede transfer differently.

From duels to classroom competition: Social competition and learning in educational videogames within different group sizes

Abstract Competition with other players or with the game itself is one of the basic elements of videogames, but the fine balance between increased mental effort and potential motivational benefits has to be addressed. A quantitative experiment was conducted to verify if social competition increases cognitive load, engagement, interest, and subsequently learning. The 115 students played an educational videogame, specifically designed for this experiment using Minecraf t, in single, one-versus-one, small group, or classroom settings. The results show significantly higher cognitive load induced through social competition; lowered focused attention, instructional efficiency; and no higher situational interest. Additionally, increased learning in the solo condition could be observed. In contrast to these results, analysis of the actual perceived challenge resulted in positive correlations with engagement, situational interest, and retention knowledge. After the analysis, a detailed discussion of the impacts of social competition and various implications and future directions are provided. For example, it is argued that it is important to distinguish between the added gameplay mechanic of social competition and the perceived intrapersonal challenge this induces. Whereas the first might increase cognitive load due to the monitoring of additional game states, the latter might foster motivation and interest.

Anthropomorphism in Decorative Pictures: Benefit or Harm for Learning?.

When people attribute human characteristics to nonhuman objects they are amenable to anthropomorphism. For example, human faces or the insertion of personalized labels are found to trigger anthropomorphism. Two studies examine the effects of these features when included in decorative pictures in multimedia learning materials. In a first experiment, 81 university students were randomly assigned to 1 cell of a 2 (human faces vs. no faces in pictures) × 2 (personalized vs. nonpersonalized labels of pictures) between-subjects, factorial design. In addition to learning performance, cognitive, motivational, and emotional impacts of anthropomorphism are examined. Results show that both human faces and anthropomorphic labels were able to increase the learning performance on cognitive assessments. However, only human faces were able to influence motivational and emotional ratings significantly. In a second experiment, 108 secondary school students were randomly assigned to 3 groups (anthropomorphized pictures, nonanthropomorphized pictures, and no pictures) in order to evaluate possible advantages of anthropomorphism in decorative pictures in learning materials. Results show again that anthropomorphized pictures are better for learning than nonanthropomorphized pictures and also better than a control group. Results are discussed in the light of a debate on the inclusion or exclusion of decorative pictures.

Reading direction and signaling in a simple computer simulation

The experiment investigated whether layout of cause and effect affects learning for causal connections in a simple computer simulation. Students (N=113) used an introductory text and a simulation to learn central concepts about neural networks and then took a retention and transfer test. Each learner was randomly assigned to one cell of a 2 (compliance with reading direction or not)x2 (with or without signaling) between subjects factorial design. Students who obtained the causal connection in reading direction (the cause is positioned on the left side, the effect is placed on the right side) performed better on transfer than did students, for whom the reading direction was reversed (from right to left). Furthermore, signals that indicated the layout of the causal connection fostered transfer performance and reduced time spent with the simulation. These results are consistent with the signaling principle and the cognitive theory of multimedia learning.

Bodily Effort Enhances Learning and Metacognition: Investigating the Relation Between Physical Effort and Cognition Using Dual-Process Models of Embodiment

Recent embodiment research revealed that cognitive processes can be influenced by bodily cues. Some of these cues were found to elicit disparate effects on cognition. For instance, weight sensations can inhibit problem-solving performance, but were shown to increase judgments regarding recall probability (judgments of learning; JOLs) in memory tasks. We investigated the effects of physical effort on learning and metacognition by conducting two studies in which we varied whether a backpack was worn or not while 20 nouns were to be learned. Participants entered a JOL for each word and completed a recall test. Experiment 1 (N = 18) revealed that exerting physical effort by wearing a backpack led to higher JOLs for easy nouns, without a notable effect on difficult nouns. Participants who wore a backpack reached higher recall scores. Therefore, physical effort may act as a form of desirable difficulty during learning. In Experiment 2 (N = 30), the influence of physical effort on JOL s and learning disappeared when more difficult nouns were to be learned, implying that a high cognitive load may diminish bodily effects. These findings suggest that physical effort mainly influences superficial modes of thought and raise doubts concerning the explanatory power of metaphor-centered accounts of embodiment for higher-level cognition.

Introducing the familiarity mechanism

Establishing a new mechanism integrating when socials cues are triggered.Examining youth slang as a new personalization factor for secondary school students.Designing learning material with youth slang increases transfer performance.Familiarity mechanism serves as a new explanatory approach for the personalization effect. Several approaches have been used to explain how the personalization effect operates in multimedia messages. This paper aims at unifying these statements in a core concept of familiarity and its influence on social cues. By amplifying the scope of possible forms of personalization, the study explores additionally how youth slang as a new factor of conversation influences learning. Secondary school children (N=166) were randomly assigned to experimental groups and provided with materials about photosynthesis in two different experiments (audio vs. text message). Each experiment consisted of performance tests and a questionnaire concerning the newly found mechanism of familiarity. The results of each single factor between-subject design show that youth slang fosters learning. Strong effects among transfer task performance (d1=1.19; d2=1.26) confirm the personalization effect. Moreover, the outcomes deliver valid empirical evidence for the proposed familiarity mechanism. These findings are discussed as well as the confirmation of all presumptions for the familiarity mechanism as incorporated in the explanatory approach, resulting in clear theoretical implications and future directions for the field of multimedia learning research.

Controlling Presentation Speed, Labels, and Tooltips in Interactive Animations

The experiment investigated whether controlling presentation speed as well as labels, which display the names of the currently presented nodes in interactive dynamic graphs, affects comprehension performance. Dynamic graphs are animated graphical representations of nodes and edges representing mathematical structures used to model relations between different objects over time. After being tested on spatial imagination and linguistic thinking, 111 students had to answer twelve multiple choice comprehension questions about six interactive dynamic graphs while working with them. For each question, participants were randomly assigned to one cell of a 2 (with or without a scrollbar to adjust the presentation speed of the visualization) × 2 (with labels displaying all names of the currently presented nodes in the dynamic graphs or with tooltips displaying only one node name if the mouse cursor hovers over this node) factorial design. Scrollbars, which allow adjusting the presentation speed, were rarely used and...

Goal-Setting in Educational Video Games

Background. The increased usage of educational video games with their strong graphical and technical potential raises the question of how to optimize the instructional elements of gameplay. In this article, the instructional goal was analyzed with the theoretical background of both motivational psychology (goal-setting theory) and cognitive psychology (goal-free effect). Aim. We compared different goal types within an educational video game specifically produced for this context, using MINECRAFT as a content creation tool. Method. Within a quantitative, empirical experiment, 87 students divided into three goal groups (specific learning goal, specific performance goal, goal-free condition) played the video game for nearly three hours per test session to gain knowledge about basic elements of computer science and basic electric engineering. Results. The results show effects of goal-setting on cognitive load and affective measures. Having specific learning goals lowered extraneous and intrinsic cognitive load. Additionally, players following a specific learning goal reported having significantly more fun, indicating the affective impacts of goal-setting. Conclusions. The outcomes of this study have practical implications for the creation of educational video games and theoretical implications for further work within the field of instructional psychology.

The higher the score, the higher the learning outcome? Heterogeneous impacts of leaderboards and choice within educational videogames

Interactive multimedia environments such as educational videogames offer great potential for learning in groups with multiple players. Multiplayer games might lead to competition among the learners which is frequently used to motivate them to play again. Additionally, competitive outcomes as discrepancies to a desired standard might differ between players and this type of feedback might influence learning. Therefore, the experiment seeks to investigate learning effects of different amounts of standard discrepancy and the choice to repeat levels. Standard discrepancy was operationalized by either showing a high learner score (low standard discrepancy) or a medium learner score (large standard discrepancy) at a leaderboard. Choice to repeat a level (possibility to repeat vs. no possibility to repeat) was manipulated by presenting or hiding a repeat button. An experiment was conducted with 85 students who played a jump-and-run game in order to learn facts about three allegorical paintings. Results revealed an effect of standard discrepancy on retention performance with higher scores for the high standard discrepancy condition. Choice did not influence learning outcomes, but improved motivational and emotional measures. Findings underpin the new role of leaderboards as feedback mechanisms. Investigation of the impact of standard discrepancy on learning.We demonstrate motivational effects of choice within educational videogames.We show functions of leaderboards as a feedback mechanism or competitive element.Stronger integration of the individual learning experience is proposed.