Robert J. Youmans

Does the adoption of plagiarism-detection software in higher education reduce plagiarism?

In two studies, students at California State University, Northridge wrote papers that were checked for plagiarism using plagiarism-detection software. In the first study, half of the students in two classes were randomly selected and told by the professor that their term papers would be scanned for plagiarism using the software. Students in the remainder of each class were not informed that the software would be used. The researcher predicted that students who were explicitly warned about the use of the software would plagiarize less than students who were not, but the warning had no effect. In a second study, students wrote two papers in a series. Their knowledge about plagiarism-detection software was inversely correlated with plagiarism rates on the first paper, but no correlation was found between knowledge and plagiarism on the second paper. Instead, participants were discovered to draw repeatedly from the same sources of plagiarized material across papers.

Design fixation: Classifications and modern methods of prevention

Abstract The term design fixation is often used interchangeably to refer to situations where designers limit their creative output because of an overreliance on features of preexisting designs, or more generally, an overreliance on a specific body of knowledge directly associated with a problem. In this paper, we argue that interdisciplinary interest in design fixation has led to increasingly broad definitions of the phenomenon that may be undermining empirical research efforts, educational efforts to minimize fixation, and the acquisition and dissemination of transdisciplinary knowledge about fixation effects. To address these issues, we recommend that researchers consider categorizing fixation phenomena into one of three classifications: unconscious adherence to the influence of prior designs, conscious blocks to change, and intentional resistance to new ideas. Next, we distinguish between concept-based design fixation, fixation to a specific class of known design concepts, and knowledge-based design fixation, fixation to a problem-specific knowledge base. With these distinctions in place, we propose a system of orders of design fixation, recommend methods for reducing fixation in inventive design, and recommend areas that are in need of further research within the field of design science.

Design Fixation: A Cloak of Many Colors

The term design fixation is often used interchangeably to refer to situations where designers limit their creative output because of an overreliance on features of preexisting designs, or more generally, an overreliance on a specific body of knowledge directly associated with a problem. In this paper, we argue that interdisciplinary interest in design fixation has led to increasingly broad definitions of the phenomenon which may be undermining empirical research efforts, educational efforts to minimize fixation, and the transdisciplinary distribution of knowledge about fixation effects. To address these issues, the authors recommend that researchers consider categorizing fixation phenomena into one of three classifications: unconscious adherence to the influence of prior designs, conscious blocks to change, and intentional resistance to new ideas. Next, we distinguish between concept-based design fixation, fixation to a specific class of known design concepts, and knowledge-based design fixation, fixation to a problem-specific knowledge base. With these distinctions in place, we propose a system of orders of design fixation, recommend methods for reducing fixation in inventive design, and recommend areas that are in need of further research within the field of design science.

Using Iterative Design and Testing Towards the Development of SRTS® A Mobile, Game-Based Stress Resilience Training System

The Stress Resilience Training System (SRTS®) is a new game-based learning application for tablets that trains users to better control stress through interactive education and advanced biofeedback. The goal of using the application is to allow users to better manage the positive and negative effects of stress. The application is targeted at young soldiers who may be more technologically- and game-motivated. An initial usability study with SRTS was conducted to determine its effectiveness and ease of use. A unique application of the link analysis method combined with retrospective probing revealed that users were following coach recommendations, but skipped vital information necessary to play the games. Results further showed that users with high subjective resilience were likely to find the application useful. Link analysis can help analyze exploratory learning behavior and relevant external comparison measures can inform future use of a product.

Invisible Factors Strategies for Raising Awareness of Human Factors Among Undergraduate Students

The objective of this Education Technical Group (ETG) panel is to discuss the problem of recruiting students into the Human Factors and Ergonomics (HF/E) discipline and to offer strategies and solutions for effectively increasing awareness of HF/E among undergraduate students in psychology and engineering. Each panelist was selected because of his or her experience with and commitment to HF/E education. Drs. J. Christopher Brill, Patricia DeLucia, John Flach, David Kaber, and Robert Youmans will participate in the discussion. Dr. Brill will provide an introduction to frame the discussion and will present effective strategies for increasing undergraduate enrollment in HF/E courses. Dr. DeLucia will provide her perspective on integrating human factors into an undergraduate psychology curriculum. Dr. Flach will discuss how exposing undergraduates to the tangible, design-related aspects of HF/E may increase student interest. Dr. Kaber will discuss the need for increased emphasis on graduate education in Industrial Systems Engineering. Dr. Youmans will present perspectives on how the realities of academia disincentivize faculty members from focusing upon undergraduate student development.

Associative activation during interrupted task performance: a mixed methods approach to understanding the overall quality effects of interruptions

ABSTRACT The objectives of this research were to (1) explore whether goal-activation models of procedurally based interrupted task performance can be applied to content production, and if not, (2) develop a new theoretical account, and (3) provide support for that theory. Experiment 1 found that interruptions during planning resulted in less developed plans, and that available theoretical models could not account for performance. Experiment 2 leveraged Verbal Protocol Analysis to explore the cognitive mechanisms underlying interrupted task performance on a content production task. We found support for a combination of processes: (1) cues and environmental context, and (2) task activation levels. These results suggested a spreading activation account of interrupted task performance. Experiment 3 provided further support for spreading activation by comparing short and long interruptions. These results have broad implications for moving our understanding of interrupted task performance forward by expanding our understanding to non-procedural task performance.

Cognitive Flexibility and Sustained Attention: See something, say something (even when it's not there)

Researchers investigating the relationship between individual differences and sustained attention tasks do not clearly find marked traits and abilities that are predictive of vigilant performance. Yet, this important research is applicable to tasks like driving, TSA monitoring, Air Traffic Control, and even for the Department of Homeland Security’s civilian campaign, “See something, say something.” In this paper, we take an individual differences approach to uncover the relationship between cognitive flexibility and sustained attention. Twenty-nine undergraduate students from George Mason University participated in this study for course credit. The Youmans Cognitive Flexibility Puzzle (Gonzalez, Figueroa, Bellows, Rhodes, & Youmans, 2013) was used to assess cognitive flexibility, and a modified version the Air Traffic Controller (ATC) task (Hitchcock, Warm, Matthews, Dember, Shear, Tripp et al., 2003) measured sustained attention. Mixed ANOVAs were used to analyze performance on the ATC task (hits, false alarms, reaction times). Highly flexible individuals were faster to respond despite missing signals and committing errors. Implications are discussed.

A Comparison of Prototyping on Paper (POP) Software and Traditional Paper Prototyping for Developing Mobile Products with Optimal User Experience

Prototyping is a quick and effective way to facilitate iterative conceptual design, and allows user experience researchers to test the user experience of early conceptual designs. The current study compared usability testing that was supported by traditional paper prototyping methods with testing that was supported by a new iPhone software application called Prototyping on Paper (POP). POP supports testing and development by allowing uploaded images to be linked together to form virtual interactive prototypes. Usability testing was carried out on an actual smartphone product that is currently under development called ‘Fleet,’ a product that provides travelers with crowd-sourced information about commercial air travel. Data from the user testing showed that participants slightly preferred interacting with POP in comparison with traditional paper prototyping, but no reliable differences were found in terms of user performance. Test facilitators also showed no reliable preference between the two techniques. The increased level of interactivity POP offers and its ability to better model actual interactions on a mobile device makes it a novel prototyping technique for smartphone applications that should be considered by usability experts.

Shifting the focus: an objective look at design fixation

Design fixation is a robust phenomenon that has been shown to affect amateurs, experts, and groups of designers across a variety of design domains. An area of confusion concerning the concept of design fixation is whether it is a conscious decision made by a designer or an unconscious action that occurs without awareness. The current research addresses this issue by utilizing eye tracking as an objective measure, in conjunction with subjective feedback, and design performance data to gain insight into the underlying processes of design fixation. It was found that there are major discrepancies in what people remember looking at, what people actually looked at, and what features designers fixated on. These findings inspire a fount of new research questions, as well as a possible rethinking of current design processes.

The Effects of Task-Set Switching On Concurrent Verbal Protocol

Concurrent verbal protocol (CVP) is a common usability testing and analysis technique that requires people to continuously vocalize their thoughts as they complete a task. Given the widespread use of concurrent verbal protocols in applied domains, it is surprising how little is known regarding concurrent verbal protocol’s effect on task performance. In the current series of studies, we examined how concurrent verbal protocols affected performance on two tasks that required users to frequently switch between cognitive strategies. Data revealed that CVP slowed down participants in comparison with participants who completed tasks in silence. The number of strategy changes that were required to complete a task did not affect this performance decrement. We conclude by discussing the limitations of the experiments reported here, and with practical advice for usability experts who use CVP in their own work.