Robert K. Atkinson
Arizona State University
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Featured researches published by Robert K. Atkinson.
Computers in Education | 2011
Lijia Lin; Robert K. Atkinson
The purpose of the study is to investigate the potential benefits of using animation, visual cueing, and their combination in a multimedia environment designed to support learners acquisition and retention of scientific concepts and processes. Undergraduate participants (N=119) were randomly assigned to one of the four experimental conditions in a 2x2 factorial design with visual presentation format (animated vs. static graphics) and visual cueing (visual cues vs. no cues) as factors. Participants provided with animations retained significantly more concepts than their peers provided with static graphics and those afforded visual cues learned equally well but in significantly less time than their counterparts in uncued conditions. Moreover, taking into consideration both learning outcomes and learning time, cued participants displayed more instructional efficiency than their uncued peers. Implications and future directions are discussed.
Computers in Education | 2013
Lijia Lin; Robert K. Atkinson; Robert Christopherson; Stacey Schink Joseph; Caroline J. Harrison
The current study was conducted to investigate the effects of an animated agents presence and different types of feedback on learning, motivation and cognitive load in a multimedia-learning environment designed to teach science content. Participants were 135 college students randomly assigned to one of four experimental conditions formed by a 2 x 2 factorial design with agent presence as one factor (agent vs. no-agent) and type of verbal feedback it provided as the other factor (simple feedback vs. elaborate feedback). Results revealed that participants who learned with the animated agent that delivered elaborate feedback had significantly higher scores on a learning measure compared to participants who learned with an agent that provided simple feedback. The results are interpreted from both social agency and cognitive load theoretical perspectives.
Computers in Human Behavior | 2013
Kent Sabo; Robert K. Atkinson; Angela Barrus; Stacey Schink Joseph; Ray S. Perez
Abstract This study evaluated 2 off-the-shelf, computer-based, mathematics intelligent-tutoring systems that provide instruction in algebra during a remedial mathematics summer program. The majority of the enrolled high school students failed to pass algebra in the previous semester. Students were randomly assigned in approximately equal proportions to work with the Carnegie Learning Algebra Cognitive Tutor or the ALEKS Algebra Course. Using the tutoring system exclusively, the students completed a 4-h-a-day, 14-day summer school high school algebra class for credit. The results revealed that both tutoring systems produced statistically and practically meaningful learning gains on measures of arithmetic and algebra knowledge.
Interactive Learning Environments | 2016
Lijia Lin; Robert K. Atkinson; Wilhelmina C. Savenye
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 in an interactive 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 (Nu2009=u200921) to one of the six conditions in a 2u2009×u20093 factorial design with visual cueing (cueing vs. no cueing) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. The results revealed that (a) participants presented with 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 outcomes due to the moderation effect of cueing. The results suggest that the cues may not only enhance learning, but also indirectly impact learning, cognitive load, and intrinsic motivation.
user interface software and technology | 2012
Ryan Bernays; Jeremy Mone; Patty Yau; Michael Murcia; Javier Gonzalez-Sanchez; Maria Elena Chavez-Echeagaray; Robert Christopherson; Robert K. Atkinson
Having environments that are able to adjust accordingly with the user has been sought in the last years particularly in the area of Human Computer Interfaces. Environments able to recognize the user emotions and react in consequence have been of interest on the area of Affective Computing. This work presents a project -- an adaptable 3D video game, Lost in the Dark: Emotion Adaption, which uses users emotions as input to alter and adjust the gaming environment. To achieve this, an interface that is capable of reading brain waves, facial expressions, and head motion was used, an Emotiv® EPOC headset. For our purposes we read emotions such as meditation, excitement, and engagement into the game, altering the lighting, music, gates, colors, and other elements that would appeal to the user emotional state. With this, we achieve closing the loop of using the emotions as inputs, adjusting a system accordingly as a result, and elicit emotions.
human factors in computing systems | 2014
Javier Gonzalez-Sanchez; Maria Elena Chavez-Echeagaray; Robert K. Atkinson; Winslow Burleson
One important way for systems to adapt to their individual users is related to their ability to show empathy. Being empathetic implies that the computer is able to recognize a users affective states and understand the implication of those states. Detection of affective states is a step forward to provide machines with the necessary intelligence to appropriately interact with humans. This course provides a description and demonstration of tools and methodologies for automatically detecting affective states with a multimodal approach.
International Journal of Game-Based Learning archive | 2014
John M. Quick; Robert K. Atkinson
The purpose of this study was to investigate the relationships between gameplay enjoyment, gaming goal orientations, and individual characteristics. A total of 301 participants were surveyed and the data were analyzed using structural equation modeling. This led to an expanded Gameplay Enjoyment Model (GEM) with 41 game design features that influence player enjoyment. Furthermore, a 3x2 Gaming Goal Orientations model was established with six dimensions that describe players motivations for gaming. In addition, players individual characteristics were used to predict gameplay enjoyment in the GEM-Individual Characteristics model. The six Gaming Goal Orientations dimensions were the strongest predictors, while the commonly used gender and hours played per week variables failed to predict enjoyment. The results of this study enable important work to be conducted surrounding gameplay experiences and individual characteristics. Ultimately, it is believed that the Gameplay Enjoyment Model, Gaming Goal Orientations, and the GEM-Individual Characteristics model will be useful tools for researchers and designers who seek to create effective gameplay experiences that meet the needs of players.
international conference on advanced learning technologies | 2013
Javier Gonzalez-Sanchez; Maria Elena Chavez-Echeagaray; Lijia Lin; Mustafa Gokce Baydogan; Robert Christopherson; David Gibson; Robert K. Atkinson; Winslow Burleson
The ability of a learning system to infer a students affects has become highly relevant to be able to adjust its pedagogical strategies. Several methods have been used to infer affects. One of the most recognized for its reliability is face-based affect recognition. Another emerging one involves the use of brain-computer interfaces. In this paper we compare those strategies and explore if, to a great extent, it is possible to infer the values of one source from the other source.
affective computing and intelligent interaction | 2013
Javier Gonzalez-Sanchez; Maria Elena Chavez-Echeagaray; David Gibson; Robert K. Atkinson
Virtual worlds enable users interactions through avatars. Avatars embody individual characteristics from their owners and exhibit those characteristics outward to the community. Motivated by the role of avatars in interpersonal communication, we integrated a generic real-time multimodal affect recognition hub as an input within an online virtual world to make an avatar mirror its owners affect. Affect vectors (determined by pleasure, arousal, and dominance coordinates) in a continuous affective space are applied to characterize the users affective state in real time.
International Journal of Game-Based Learning (IJGBL) | 2012
John M. Quick; Robert K. Atkinson; Lijia Lin