Browsing by Author "Hsing, Hsiang-Wen"

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    Multimodal Feedback to Improve Performance of Order Picker Truck Drivers Using a Virtual Reality Simulator
    Islam, Md Shafiqul; Hsing, Hsiang-Wen; Kim, Sunwook; Lau, Nathan; Nussbaum, Maury A.; Lim, Sol (SAGE Publications, 2024-10-21)
    VR technology presents exciting prospects for immersive forklift training environments. VR facilitates hands-on learning without the risks of real world errors. Real-time multimodal feedback (such as visual and haptic) is an effective way to enhance learning outcomes and skill acquisition. However, the efficacy and usability of real-time multimodal feedback provided for VR-based forklift driving needs to be investigated, as its impact on training outcomes remains unexplored. We aim to understand how various feedback modalities influence task performance, perceived workload, and user preferences. Fifteen (3 female, 12 male) individuals participated and completed VR-based forklift driving tasks with four feedback conditions (No feedback, visual, haptic, combined visual and haptic). A significant main effect of Feedback was found for completion time. Mental demand and frustration were affected by the Sex and Feedback interaction. These differences in the perception of feedback modalities underscore the importance of considering diverse user demographics when designing feedback systems.
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    Using eye gaze to reveal cognitive processes and strategies of engineering students when solving spatial rotation and mental cutting tasks
    Hsing, Hsiang-Wen; Bairaktarova, Diana; Lau, Nathan (American Society for Engineering Education, 2023-01)
    Background: Spatial problem-solving is an essential skill for success in many engineering disciplines; thus, understanding the cognitive processes involved could help inform the design of training interventions for students trying to improve this skill. Prior research has yet to investigate the differences in cognitive processes between spatial tasks in problem-solving to offer learners timely feedback. Purpose/Hypothesis: In this study, we investigated how different spatial tasks change the cognitive processes and problem-solving strategies used by engineering students with low spatial ability. Design/Method: Study participants completed mental rotation and mental cutting tasks of high and low difficulty. Eye-tracking data were collected and categorized as encoding, transformation, and confirmation cognitive processes. The adoption of either a holistic or piecemeal strategy and response accuracy were also measured. Results: Mental rotation was found to have a higher number of fixations for each cognitive process than the mental cutting task. The holistic strategy was used in both difficulty levels of the mental cutting task, while the piecemeal strategy was adopted for the mental rotation task at a high difficulty level. Only encoding fixations were significantly correlated with accuracy and most strongly correlated with strategy. Conclusion: Encoding is an important cognitive process that could affect subsequent cognitive processes and strategies and could, thus, play an important role in performance. Future development in spatial training should consider how to enhance encoding to aid students with low spatial ability. Educators can utilize gaze metrics and empirical research to provide tailored and timely feedback to learners.