Proceedings of the 31st European Conference on Cognitive Ergonomics最新文献_第6页

Subjective overload: impact of driving experience and situation complexity 主观超载:驾驶经验与情境复杂性的影响

Proceedings of the 31st European Conference on Cognitive Ergonomics Pub Date : 2013-08-26 DOI: 10.1145/2501907.2501943

J. Paxion, E. Galy, C. Berthelon

{"title":"Subjective overload: impact of driving experience and situation complexity","authors":"J. Paxion, E. Galy, C. Berthelon","doi":"10.1145/2501907.2501943","DOIUrl":"https://doi.org/10.1145/2501907.2501943","url":null,"abstract":"The aim of the present study is to identify when drivers perceive that they are overloaded by an unexpected event, as a function of the situation complexity and their driving practice. The main contribution of this paper to the Cognitive Ergonomics field is that the experimentation allows identifying several factors which show that drivers' activity is not always adapted to unexpected situations. Fifty-seven young drivers (15 novices with a traditional driving education, 12 early-trained novices, 15 drivers with three years of experience and 15 drivers with at least five years of experience) were randomly assigned to three levels of situation complexity (simple, moderately complex and very complex) in a driving simulator. Self-reported levels of workload during unexpected pedestrian crossings were collected by a questionnaire (NASA-TLX) between each situation. Driving performance (reaction time to a pedestrian crossing that suddenly appears; number of collisions with this pedestrian) was also analysed. The experiment assessed the effect of four levels of driving experience and three levels of situation complexity on subjective workload and driving performance. Results confirmed that early-trained drivers have a higher subjective workload than more experienced drivers. Nevertheless, whatever the situation and the group, the increase of workload and RT provoke an increase of the number of collisions. Therefore, the driving automation acquired with experience doesn't allow avoiding accidents when an unexpected event appears. Subjective and physiological data will be compared in a second study in order to identify if drivers' behavior is more based on their state perception or on their physiological change.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124815717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Secrets of the analog operating panels: can they be revealed digitally in the new training simulator 模拟操作面板的秘密:它们可以在新的训练模拟器中以数字方式显示

Proceedings of the 31st European Conference on Cognitive Ergonomics Pub Date : 2013-08-26 DOI: 10.1145/2501907.2501950

Hanna Koskinen, J. Laarni

引用次数: 0

Modelling the role of teachers in introducing portable technology to the school curriculum 塑造教师在将便携式技术引入学校课程中的角色

Proceedings of the 31st European Conference on Cognitive Ergonomics Pub Date : 2013-08-26 DOI: 10.1145/2501907.2501944

Elisa Rubegni, M. Landoni

引用次数: 5

Towards resilient adaptive socio-technical systems 建立有弹性的适应性社会技术系统

Proceedings of the 31st European Conference on Cognitive Ergonomics Pub Date : 2013-08-26 DOI: 10.1145/2501907.2501959

Marc Werfs, G. Baxter

引用次数: 6

Impact of project-oriented educational methods on creative design 项目导向的教育方法对创意设计的影响

Proceedings of the 31st European Conference on Cognitive Ergonomics Pub Date : 2013-08-26 DOI: 10.1145/2501907.2501937

N. Bonnardel, Sylvain Mazon, A. Wojtczuk

{"title":"Impact of project-oriented educational methods on creative design","authors":"N. Bonnardel, Sylvain Mazon, A. Wojtczuk","doi":"10.1145/2501907.2501937","DOIUrl":"https://doi.org/10.1145/2501907.2501937","url":null,"abstract":"Due to current challenges in our society, education in the field of design is increasingly oriented towards work. Thus, the objective of this paper is to contribute to determine ways of favouring creativity in design by providing project-oriented training for design students. In accordance with cognitive models, we proposed and compared two educational methods intended to allow students to focus on either the management of constraints related to the design project at hand or the evocation of creative ideas. A total of 32 design students were trained in one of the two methods and they all had to solve the same design problem. The elements they evoked during the early stages of the design process were subjected to quantitative and qualitative analyses, and the creativity of their final designs was assessed by two design teachers. Results show that the type of method has a significant effect on the ideas and constraints evoked by designers but no correlation was observed between method and design outcome creativity. However, this research shows that it is possible to promote certain ways of thinking in design students and to train them with techniques they can use later on in their professional lives to satisfy the specificities of the design projects they undertake.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121269465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Mobile applications for incident reporting systems in urban contexts: lessons learned from an empirical study 城市环境中事件报告系统的移动应用:从实证研究中获得的经验教训

Proceedings of the 31st European Conference on Cognitive Ergonomics Pub Date : 2013-08-26 DOI: 10.1145/2501907.2501960

Cédric Bach, R. Bernhaupt, Caio Stein D'Agostini, M. Winckler

引用次数: 7

Measuring emotions of robot operators in urban search and rescue missions 城市搜救任务中机器人操作者情绪的测量

Proceedings of the 31st European Conference on Cognitive Ergonomics Pub Date : 2013-08-26 DOI: 10.1145/2501907.2501951

T. Mioch, T. Giele, N. Smets, Mark Antonius Neerincx

引用次数: 5

Proceedings of the 31st European Conference on Cognitive Ergonomics 第31届欧洲认知工效学会议论文集

Proceedings of the 31st European Conference on Cognitive Ergonomics Pub Date : 2013-08-26 DOI: 10.1145/2501907

Philippe A. Palanque, F. Détienne, A. Tricot

{"title":"Proceedings of the 31st European Conference on Cognitive Ergonomics","authors":"Philippe A. Palanque, F. Détienne, A. Tricot","doi":"10.1145/2501907","DOIUrl":"https://doi.org/10.1145/2501907","url":null,"abstract":"Welcome to Toulouse for the 31st. European Cognitive Ergonomics Conference! ECCE has a long-standing history and is one of the premier conferences in the area of cognitive ergonomics, human technology interaction and cognitive engineering. The aim is to provide an opportunity for researchers and practitioners to exchange new ideas and practical experience in all areas of cognitive ergonomics. The main theme of ECCE 2013 is \"Work, Education, Society\". \u0000 \u0000The 21st century has witnessed the increasing inter-penetration of the worlds of work and education in the society. Education infiltrates work - given needs for flexibility and lifelong learning - supported by training. Education at all levels is increasingly oriented towards work, as evidenced by project-oriented pedagogies. Learning and development also cross the boundaries of established educational and work institutions as evidenced by online communities of practice. Such evolution questions the inter-relation between productive and constructive activities, as well as the potential of technical/social/organisational environments to enable cognitive development of individuals and teams, and to support their autonomy, potential for action, and control of tasks and activities.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125910823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

From STEM to STEAM: toward a human-centred education, creativity & learning thinking 从STEM到STEAM:走向以人为本的教育，创造力和学习思维

Proceedings of the 31st European Conference on Cognitive Ergonomics Pub Date : 2013-08-26 DOI: 10.1145/2501907.2501934

G. Boy

{"title":"From STEM to STEAM: toward a human-centred education, creativity & learning thinking","authors":"G. Boy","doi":"10.1145/2501907.2501934","DOIUrl":"https://doi.org/10.1145/2501907.2501934","url":null,"abstract":"The 20th century was based on local linear engineering of complicated systems. We made cars, airplanes and chemical plants for example. The 21st century has opened a new basis for holistic non-linear design of complex systems, such as the Internet and air traffic management. Interconnectivity, communication and interaction are major attributes of our evolving society. But, more interestingly, we have started to understand that chaos theory may be more important than reductionism, to better understand and thrive on Earth. Systems need to be investigated and tested as wholes, which requires a cross-disciplinary approach and new conceptual principles and tools. Consequently, schools cannot continue to only teach isolated disciplines based on simple reductionism. Science, Technology, Engineering, and Mathematics (STEM) should also be integrated together with the Arts to promote creativity together with rationalization, and move (back) to STEAM (with an \"A\" for Arts). This concept shift emphasizes the possibility of longer-term socio-technical futures instead of short-term financial predictions that currently lead to uncontrolled economies. Human-centred design (HCD) can contribute to not only improving education technologies, systems and practices, but also as a discipline offering an integrated approach to learning by doing, expressing and critiquing, exploring possible futures, and understanding complex systems: HCD supports learning thinking.","PeriodicalId":279162,"journal":{"name":"Proceedings of the 31st European Conference on Cognitive Ergonomics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130061839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 77

Electronic learning environments: worlds behind screens 电子学习环境:屏幕后的世界

Proceedings of the 31st European Conference on Cognitive Ergonomics Pub Date : 2013-08-26 DOI: 10.1145/2501907.2501940

Teresa Consiglio, G. Veer

引用次数: 1