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dc.contributor.authorSharma, Kshitij
dc.contributor.authorMangaroska, Katerina
dc.contributor.authorBerkel, Niels van
dc.contributor.authorGiannakos, Michail
dc.contributor.authorKostakos, Vassilis
dc.date.accessioned2022-03-16T09:50:15Z
dc.date.available2022-03-16T09:50:15Z
dc.date.created2021-05-13T13:58:02Z
dc.date.issued2021
dc.identifier.citationInternational Journal of Human-Computer Studies. 2021, 146 1-20.en_US
dc.identifier.issn1071-5819
dc.identifier.urihttps://hdl.handle.net/11250/2985430
dc.description.abstractIn the context of learning systems, identifying causal relationships among information presented to the user, their behavior and cognitive effort required/exerted to understand and perform a task is key to building effective learning experiences, and to maintain engagement in learning processes. An unexplored question is whether our interaction with presented information affects our cognitive effort (and behaviour), or vice-versa. We investigate causal relationship between information presented and cognitive effort (and behaviour) in the context of two separate studies (N = 40, N = 98), and study the effect of instruction (active/passive task). We utilize screen-recordings and eye-tracking data to investigate the relationship among these variables. To investigate the causal relationships among the different measurements, we use Granger’s causality. Further, we propose a new method to combine two time-series from multiple participants for detecting causal relationships. Our results indicate that information presentation drives user focus size (behaviour), and that cognitive load (a measure of cognitive effort exerted) drives information presentation. This relationship is also moderated by instruction type and performance-level (high/low). We draw implications for design of educational material and learning technologies.en_US
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.relation.urihttps://www.sciencedirect.com/science/article/pii/S1071581920301518
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleInformation flow and cognition affect each other: Evidence from digital learningen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.source.pagenumber1-20en_US
dc.source.volume146en_US
dc.source.journalInternational Journal of Human-Computer Studiesen_US
dc.identifier.doi10.1016/j.ijhcs.2020.102549
dc.identifier.cristin1909889
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal