Relevant bibliographies by topics / Cognitive load management

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Cognitive load management'

Author: Grafiati
Published: 2 June 2025
Last updated: 22 June 2025

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Journal articles on the topic "Cognitive load management"

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Bae, Su-Young. "Cognitive Load Management Strategies in Piano Education." Korean Society of Music Education Technology 61 (October 31, 2024): 405–30. http://dx.doi.org/10.30832/jmes.2024.61.405.

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This study aims to explore how piano educators perceive and manage students’ cognitive load and propose effective instructional strategies based on these findings. According to Cognitive Load Theory (CLT), learners experience cognitive load due to the limitations of working memory, and in order to improve learning outcomes, it is essential to effectively manage this cognitive load. Piano learning consists of complex cognitive tasks such as sight-reading, musical interpretation and expression, and technical skill development, which can result in a high cognitive load during the learning process. If this cognitive load is not properly managed, it can hinder learning effectiveness. In this study, focus group interviews (FGI) were conducted with college piano instructors to explore how they perceive students' cognitive load and what strategies they use to reduce it. Semi-structured interviews were employed as the research method, with the main questions focusing on the factors contributing to students' cognitive load during the learning process and the strategies instructors use to reduce cognitive load. The results revealed that instructors use various strategies to reduce students' cognitive load, such as personalized repertoire selection guidance, a step-by-step educational approach, the use of visual aids and digital tools, and promoting students' self-directed learning. The instructors found these strategies to be effective in reducing students' cognitive load during piano learning. This study holds significance by presenting various strategies that can effectively manage cognitive load in piano learning, providing practical insights that can be applied in educational settings.
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Mohamed-Ahmed, Ashraf, Nathalie Bonnardel, Pierre Côté, and Sébastien Tremblay. "Cognitive load management and architectural design outcomes." International Journal of Design Creativity and Innovation 1, no. 3 (2013): 160–76. http://dx.doi.org/10.1080/21650349.2013.797013.

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Choi, Younyoung, and Jigeun Kim. "Learning Analytics for Diagnosing Cognitive Load in E-Learning Using Bayesian Network Analysis." Sustainability 13, no. 18 (2021): 10149. http://dx.doi.org/10.3390/su131810149.

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A learner’s cognitive load is highly associated with their academic achievement within learning systems. Diagnostic information about a learner’s cognitive load is useful for achieving optimal learning, by enabling the learner to manage and control their cognitive load in the e-learning environment. However, little empirical research has been conducted to obtain diagnostic information about the cognitive load in e-learning systems. The purpose of this study was to analyze a personalized diagnostic evaluation for a learner’s cognitive load in an e-learning system, using the Bayesian Network (BN) as a learning analytic method. Data from 700 learners were collected from Cyber University. A learner’s cognitive load level was measured in terms of three components: extraneous cognitive load, intrinsic cognitive load, and germane cognitive load. The BN was built by representing the relationship among the extraneous cognitive load, intrinsic cognitive load, germane cognitive load, and academic achievement. The conditional and marginal probabilities in the BN were estimated. This study found that the BN provided diagnostic information about a learner’s level of cognitive load in the e-learning system. In addition, the BN predicted the learner’s academic achievement in terms of their different cognitive load patterns. This study’s results imply that diagnostic information related to cognitive load helps learners to improve academic achievement by managing and controlling their cognitive loads in the e-learning environment. In addition, instructional designers are able to offer more appropriately customized instructional methods by considering learners’ cognitive loads in online learning.
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Choi, Soonri, Soomin Kang, Kyungmin Lee, Hongjoo Ju, and Jihoon Song. "The effect of an agent tutor’s integration of cognitive and emotional gestures on cognitive load, motivation, and achievement." Contemporary Educational Technology 16, no. 1 (2024): ep491. http://dx.doi.org/10.30935/cedtech/14101.

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This study proposes that the gestures of an agent tutor in a multimedia learning environment can generate positive and negative emotions in learners and influence their cognitive processes. To achieve this, we developed and integrated positive and negative agent tutor gestures in a multimedia learning environment directed by cognitive gestures. The effects of emotion type on cognition were examined in terms of cognitive load, learning motivation, and achievement. The subjects were 46 university students in Gyeonggi Province, South Korea. The students were divided into three learner groups: cognition, cognition + negative emotion, and cognition + positive emotion. The learners watched a tutorial lecture on the Notion note-taking app by an agent tutor. Data analysis was conducted using one-way ANOVA to determine the cognitive load, learning motivation, and achievement. The results showed that the positive emotion design was more effective in terms of intrinsic cognitive load, learning motivation, and achievement but had a higher extrinsic cognitive load. However, even the negative + passive group showed more positive learning than the cognition group. Although this study focused on gestures by an agent tutor, it implies that such gestures in multimedia learning contexts must be informed by emotional as well as cognitive design to provide a more meaningful learning experience.
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Bonsang, Eric, and Eve Caroli. "Cognitive Load and Occupational Injuries." Industrial Relations: A Journal of Economy and Society 60, no. 2 (2021): 219–42. http://dx.doi.org/10.1111/irel.12277.

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Khan, Erum. "COGNITIVE OVERLOAD MANAGEMENT: EMPOWERING SIMULATION BASED MEDICAL EDUCATION THROUGH MINDFUL REALITY CHECKS." BMJ Simulation and Technology Enhanced Learning 1, no. 1 (2015): 44.3–44. http://dx.doi.org/10.1136/bmjstel-2015-000044.12.

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AimsTo guide the design of simulation based instructions consistent with the nature of human cognitive architecture.BackgroundCognitive load is the effort required for information handling in the working memory. There is a wealth of research on Human cognition and Instructional science that suggests that effective and efficient instructional strategies should avoid overloading the limited capacity of the working memory; a theory called “Cognitive Load Theory”. The foundational fact of this theory which is critical to any instructional strategy is that beyond a certain limit the cognitive overload starts impairing student learning.Description of Innovation TopicAt Center for Advanced Simulation in Healthcare, Gulf Medical University; simulation based instructions are designed keeping the human cognition in mind. Appropriately planning, integrating and aligning the clinical content and skills with the level of the learner takes care of the content load (Intrinsic load) while on the other hand constructively designing the simulation session with appropriate use of the simulation fidelity, pre-scenario briefing, simulator and learning environment orientation and debriefing facilitation skills matching the expectation, motivation level and interest of the learners ensures a mindful check on the extraneous and germane load that arises when learners interact with the instructional material.ConclusionsSimulation Educators should aim to understand the causes of cognitive overload and stress and have strategies to minimize their impact. Keeping a mindful watch out and frequent reality checks on the intrinsic and extrinsic load of the simulation exercises is highly recommended. We recommend the use of pre-session materials and advanced organizers, a comprehensive pre-briefing and debriefing, small peer group frequent simulation exercises with increasing level of challenges.
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Hindriana, Anna Fitri, Handayani Handayani, and Ina Setiawati. "ANALYSIS ON THINKING SKILL: COGNITIVE LOAD MANAGEMENT IN CONNECTED INTEGRATED LEARNING." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 25, no. 2 (2020): 34–40. http://dx.doi.org/10.18269/jpmipa.v25i2.33217.

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Connecting related concepts can enable learners to obtain holistic knowledge but designing integrated learning must consider high element interactivity between concepts, so that learning would not result in excessive cognitive load, which will instead hinder learning. The promising benefit of learning plant anatomy and physiology in connected integrated learning was analyzed by assessing preservice biology teachers’ identification and information analysis skills. The influence of learning approach on their cognitive load was also analyzed. Results suggested the advantage of learning in an integrated way, in which cognitive load can be managed by considering the correlation between cognitive load elements.
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K. S, Devayani, G. Kalpana, and P. Jagadeesan. "The Impact of Sentiment and Cognitive Load on Investment Decisions: A Conceptual Framework." Journal of Neonatal Surgery 14, no. 9S (2025): 284–88. https://doi.org/10.52783/jns.v14.2656.

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This conceptual paper examines the hardship that emotional cognition inhibits in investment decisions in light of neurofinance. Based on theories from emotional decision-making, cognitive load theory, and behavioural finance, the present paper builds a framework to gain insight into the relationship between investor sentiment, mental processing, and decision outcomes. Before cognition load, positive sentiment leads to more risk-taking and negative sentiment to risk averse, but cognition load decrease this effect. High cognitive load, such as well-explained when investors are confronted with complex financial decisions, may prejudice their cognitive information process and lead to emotional-based decisions. This research, which combines neuroscience, psychology, and finance to gain a better understanding how investors’ mental states and external emotional stimuli affect their financial decisions. There are implications from the findings for financial advisors, policymakers, and investors to construct strategies that can enhance decision-making efficiency and risk management.
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Kolfschoten, Gwendolyn L., and Frances M. T. Brazier. "Cognitive Load in Collaboration: Convergence." Group Decision and Negotiation 22, no. 5 (2012): 975–96. http://dx.doi.org/10.1007/s10726-012-9322-6.

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Ye, Jianqiang, Junhua Gao, Tingting Lin, Kun He, and Dimei Chen. "COGNITIVE LOAD CHANGE IN CHEMICAL CONCEPT LEARNING: INSIGHTS FROM EVENT-RELATED POTENTIALS." Journal of Baltic Science Education 24, no. 1 (2025): 92–104. https://doi.org/10.33225/jbse/25.24.92.

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This study explored the impact of oxidation-reduction reaction problem difficulty on university students' cognitive load using event-related potentials (ERPs). Forty-eight balanced low and high difficulty problems were designed. Fifteen undergraduate students majoring in chemistry (8 females and 7 males) participated in the study. Results demonstrated significantly increased reaction time, significantly decreased accuracy, and highly significantly elevated subjective effort as task difficulty intensified. ERP analysis revealed significant differences in N200, P300, and N400 amplitudes between easy and difficult problems, indicating increased demands on control, working memory, and in-depth processing under high load. The study provided physiological evidence supporting cognitive load theory and offered implications for optimizing oxidation-reduction reaction teaching. The findings bridged the gap between cognition and education, suggesting potential avenues for improving chemistry education through cognitive load management. Keywords: oxidation-reduction reactions, chemistry learning, cognitive load, event-related potentials
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Dissertations / Theses on the topic "Cognitive load management"

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Maier, Herbert N. "Measuring cognitive load management in a traditional martial arts training model." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/2453.

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A training method utilized in a few martial arts was found to agree strongly with current cognitive psychology theory. Further study extracted a procedural model for learning a complex set of whole-body, dyadic motor skills involving high-speed, interactive, continuous situation assessment and decision making. A broader literature survey found relevance in several fields of research, supporting the definition of four performance dimensions in the activity. Data collected from one experienced student partnering with each of ten students of various experience levels was analyzed on these four dimensions. These dimensions were found sufficient to show both individual differences and changes across an instructional intervention. Strong correlations found under linear regression were supportive of anecdotal evidence from the model??s long empirical history in training. Data provided evidence of a self-organizing dynamic emerging from the interaction of a dyad participating in this activity, and of individual differences in cognitive resource management dynamically setting allocation priorities among specific aspects of a complex motor/cognitive activity. Highly individual responses demonstrate a mechanism for insight into students that are difficult to read. Numerous comparisons and contrasts show interactivity of performance dimensions. Impact is foreseen for research, training and testing in motor learning fields, as well as situation awareness, decision making and military tactical training. Further research is recommended to replicate these findings, test hypotheses derived from them, and to extend testing of the drill-network model into other fields of learning.
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Kim, Jong Woo. "A Novel Approach to Ontology Management." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/cis_diss/39.

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The term ontology is defined as the explicit specification of a conceptualization. While much of the prior research has focused on technical aspects of ontology management, little attention has been paid to the investigation of issues that limit the widespread use of ontologies and the evaluation of the effectiveness of ontologies in improving task performance. This dissertation addresses this void through the development of approaches to ontology creation, refinement, and evaluation. This study follows a multi-paper model focusing on ontology creation, refinement, and its evaluation. The first study develops and evaluates a method for ontology creation using knowledge available on the Web. The second study develops a methodology for ontology refinement through pruning and empirically evaluates the effectiveness of this method. The third study investigates the impact of an ontology in use case modeling, which is a complex, knowledge intensive organizational task in the context of IS development. The three studies follow the design science research approach, and each builds and evaluates IT artifacts. These studies contribute to knowledge by developing solutions to three important issues in the effective development and use of ontologies.
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Sanford, Jessica Dulin. "A cognitive load scale for measuring information management on the general aviation flight deck /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488203857249245.

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Zhang, Fan. "Thermal Comfort and Cognitive Performance Under Peak Demand Air-conditioning Management Strategies." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15651.

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This research focuses on university students’ thermal comfort and cognitive performance during direct load control (DLC) events in summer heat-waves. The specific indoor thermal environments resulting from three off cycle fractions, two cycling periods, two cooling setpoint temperatures, two different building envelope thermal performance conditions, and two ventilation rates were simulated within an EnergyPlus model of a university lecture theatre located in Sydney. Eight representative cases were selected from 48 simulations for examination using human subjects in a climate chamber. Fifty-six subjects in two separate experiments were exposed to three DLC conditions and one control condition. During the experimental periods, thermal comfort surveys and online cognitive performance tests were completed by the subjects. All the eight conditions yielded an average thermal acceptability of higher than the normative 80% limit. Subjects’ thermal comfort zone during DLC events was wider than predicted by ASHRAE’s PMV/PPD model. ASHRAE 55-2013 is overly conservative in defining the limits for temperature cycles, ramps and drifts. Analysis of cognitive performance tests confirmed that simpler cognitive tasks are less susceptible to temperature effects than more complex ones. In contrast with the prevailing belief about a single optimum temperature or thermal sensation for maximum performance, the present results indicated that the effects of thermal variations followed an extended-U relationship, with cognitive performance being stable across a relatively broad range of indoor temperatures. Results from this study reveal that as long as the DLC algorithms are judiciously designed and tailored to the specific building physics and occupancy conditions, DLC events can be readily accepted by university students without incurring thermal discomfort or performance decrements.
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Grimes, George Mark. "Analysis of Human Computer Interaction Behavior for Assessment of Affect, Cognitive Load, and Credibility." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556821.

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This dissertation presents three studies consisting of seven experiments that investigate the relationship between human-computer interaction (HCI) behavior and changes in cognitive states by using keystroke dynamics (KD) and mouse dynamics (MD) as physiological indicators of cognitive change. The first two chapters discuss the importance of being able to detect changes in affect, cognitive load, and deception and provide a theoretical base for this research, pulling heavily from cognitive science, psychology and communication literature. We also discuss the current state of the art in keystroke and mouse dynamics and what makes the techniques presented here different. Chapters three and four present five experiments that explore the influence of affect and cognitive load on KD and MD. The results of these experiments suggest that many features of typing and mouse movement behavior including transition time, rollovers, duration, number of direction changes, and distance traveled are influenced by changes in affect and cognitive load. In chapter five we operationalize these findings in a credibility assessment context and describe two experiments in which participants behave deceptively in computer mediated interactions. In both experiments, we find significant differences in typing behavior, in line with the findings of the first two studies. Chapter six summarizes the results and provides a way forward for future research in human computer interaction. The work presented in this dissertation describes a novel approach to inferring cognitive changes using low cost, non-invasive, and transparent monitoring of HCI behavior with important implications for both research and practice.
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Jiao, Jinfeng. "Pride and licensing effects: when being good gives us permission to be a little bad." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1856.

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The current research investigates how authentic and hubristic pride influence licensing effects in the context of indulgent behaviors. Previous research examining the influence of pride on consumption behavior has generally found that pride leads to both indulgence and self-control. The current research suggests that the reason for the conflict within the previous research stems from the fact that pride is not a unitary construct. Rather, the two distinct types of pride - hubristic and authentic - have different consequences on indulgence. Consistent with prior literature, the results from the first two studies suggest that authentic pride leads to more licensing in indulgence than hubristic pride. We further demonstrate how cognitive resources moderate the effect of pride on indulgence. By manipulating pride in different ways, using different measures of indulgent choice, and different manipulations of cognitive resources, the last three studies confirm that authentic pride leads to more indulgence than hubristic pride, especially when cognitive resources are available. However, when cognitive resources are limited, hubristic pride leads to more indulgence than authentic pride. This research contributes to our basic understanding of the dynamics of pride on licensing effects.
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Aleahmad, Turadg. "Improving Students’ Study Practices Through the Principled Design of Research Probes." Research Showcase @ CMU, 2012. http://repository.cmu.edu/dissertations/129.

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A key challenge of the learning sciences is moving research results into practice. Educators on the front lines perceive little value in the outputs of education research and demand more “usable knowledge”. This work explores the potential instead of usable artifacts to translate knowledge into practice, adding scientists as stakeholders in an interaction design process. The contributions are two effective systems, the scientific and contextual principles in their design, and a research model for scientific research through interaction design. College student study practices are the domain chosen for the development of these methods. Iterative ethnographic fieldwork identified two systems that would be likely to advance both learning in practice and knowledge for applying the employed theories in general. Nudge was designed to improve students’ study time management by regularly emailing students with explicit recommended study activities. It reconceptualizes the syllabus into an interactive guide that fits into modern students' attention streams. Examplify was designed to improve how students learn from worked example problems by modularizing them into steps and scaffolding their metacognitive behaviors though problem-solving and self-explanation prompts. It combines these techniques in a way that is exceedingly easy to author, using existing answer keys and students' self-evaluations. Nudge and Examplify were evaluated experimentally over a full semester of a lecture-based introductory chemistry course. Nudge messages increased students’ sense of achievement and interacted with students’ existing time management skills to improve exam grades for poorer students. Among students who could choose whether to receive them, 80% did. Students with access to Examplify had higher exam scores (d=0.26), especially on delayed measures of learning (d=0.40). A key design decision in Examplify was not clearly resolvable by existing theory and so was tested experimentally by comparing two variants, one without prompts to solve the steps. The variant without problem solving was less effective (d=0.77) and less used, while usage rates of the variant with problem solving increased over time. These results support the use of the design methods employed and provide specific empirical recommendations for future designs of these and similar systems for implementing theory in practice.
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Madeland, Jonathan. "World Management : The case of the Lord of Hosts Church." Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104469.

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Bringing together current research strands stemming from the Festinger tradition of failed prophecy, and by observing a recent case of a prophetic group dealing with disconfirming events under a period of 210 days, I theorize on what roles cognitive dissonance, rituals and continuous prophetic adaptation play in the management of prophetic groups’ alternative world views. The traditional conception of dissonance management is reinterpreted as a process of maximizing mental desirability, which is contingent on the level of cognitive dissonance as well as cognitive activity. Through the use of rituals, prophetic groups maintain a certain mental network of categories (world) that invalidates the judgement standards of the mainstream society in favor of the prophet. Finally, prophecy itself is considered to be a device that regulates the collective level of cognitive dissonance and activity in order to maintain an ideal state of collective mental desirability; it is a tool to organize the present, rather than a prediction to be judged based on its accuracy. This sociological study is an assessment of the research on prophecy stemming from Festinger and makes the contribution of synthesizing it under the single logic of world management through the study of an empirical case.
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Isaacson, David Jack. "Evidence-based eLearning Design: Develop and Trial a Prototype Software Instrument for Evaluating the Quality of eLearning Design Within a Framework of Cognitive Load Theory." Thesis, 2020. http://hdl.handle.net/2440/130076.

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A major research direction within higher education in Australia and internationally is the evaluation of learning design quality and the extent to which the design–teaching–learning–evaluation cycle is evidence based. The quest for increased evidence-based learning design, which has been influenced by evidence-based medical research standards, is driven by its link to improved learning outcomes, higher learner engagement levels and lower attrition rates. Cognitive Load Theory (CLT) has risen to prominence over the past three decades as an evidence-based framework for informing instructional design in traditional, blended and multimedia learning environments. CLT approaches learning from the perspective of engaging specific strategies to manage the loads imposed on a limited working memory in order to form and automate long-term memory schemas. CLT operates on the premise that optimal learning conditions may be obtained by aligning pedagogical strategies with the structure and functions of human cognitive architecture and the individual learner’s prior knowledge. CLT has contributed a suite of strategies derived from a unified model of human cognitive architecture and validated through randomised controlled trial (RCT) experiments as exerting strengthening effects on learning, thus suiting the CLT framework for use as an evidence-based standard in this study. Up to this point, a single digital system has not yet been developed for managing, monitoring and evaluating the implementation and impact of CLT strategies at scale. The key contribution of this study is a new prototype software instrument called Cognitive Load Evaluation Management System (CLEMS) that addresses this issue and also provides a model for its implementation. CLEMS is underpinned by a personalised model of teacher–learner interactions defined as mediative–adaptive in nature that includes diagnostic conversations (DCs) for identifying barriers to learning, interventions called Nodes of Expertise (NOEs) for advancing learners to new levels of understanding of complex knowledge, and validation conversations (VCs) for evaluating learner progress. In addition, the heutagogical or self-directed learning capability of learners, including motivation, has been brought to the fore as a significant factor contributing to schema automation. A qualitative Design-based Research (DBR) methodological approach was used to develop CLEMS, which emerged over three research iterations through the synthesis of literature review findings and empirical data from expert focus groups. Emergent data was continuously triangulated between research iterations and ongoing literature reviews to refine the design and development of CLEMS from a theoretical model to an operational digital prototype. The conceptual framework of the study has been derived from Critical Realism (CR) which posits an ontological–epistemological view of reality that is stratified and multi-mechanistic, thus aligning with the complex nature of authentic learning environments as well as the multi-faceted model of human cognitive architecture contributed by CLT. The implications of the study have been discussed with reference to stakeholders including teachers, learners and educational institutions. Recommendations for future research include the ongoing development of CLEMS for the systematic implementation of CLT strategies at scale.<br>Thesis (Ph.D.) -- University of Adelaide, School of Education, 2020
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Chisholm, Robin Lynn. "Emergency physician documentation quality and cognitive load : comparison of paper charts to electronic physician documentation." Thesis, 2014. http://hdl.handle.net/1805/5809.

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Indiana University-Purdue University Indianapolis (IUPUI)<br>Reducing medical error remains in the forefront of healthcare reform. The use of health information technology, specifically the electronic health record (EHR) is one attempt to improve patient safety. The implementation of the EHR in the Emergency Department changes physician workflow, which can have negative, unintended consequences for patient safety. Inaccuracies in clinical documentation can contribute, for example, to medical error during transitions of care. In this quasi-experimental comparison study, we sought to determine whether there is a difference in document quality, error rate, error type, cognitive load and time when Emergency Medicine (EM) residents use paper charts versus the EHR to complete physician documentation of clinical encounters. Simulated patient encounters provided a unique and innovative environment to evaluate EM physician documentation. Analysis focused on examining documentation quality and real-time observation of the simulated encounter. Results demonstrate no change in document quality, no change in cognitive load, and no change in error rate between electronic and paper charts. There was a 46% increase in the time required to complete the charting task when using the EHR. Physician workflow changes from partial documentation during the patient encounter with paper charts to complete documentation after the encounter with electronic charts. Documentation quality overall was poor with an average of 36% of required elements missing which did not improve during residency training. The extra time required for the charting task using the EHR potentially increases patient waiting times as well as clinician dissatisfaction and burnout, yet it has little impact on the quality of physician documentation. Better strategies and support for documentation are needed as providers adopt and use EHR systems to change the practice of medicine.
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Book chapters on the topic "Cognitive load management"

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Mirza, Faisal, Shirley Agostinho, Sharon Tindall-Ford, Fred Paas, and Paul Chandler. "Self-management of cognitive load." In Advances in Cognitive Load Theory. Routledge, 2019. http://dx.doi.org/10.4324/9780429283895-13.

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Achuthan, Krishnashree, Sayoojyam Brahmanandan, and Lakshmi S. Bose. "Cognitive Load Management in Multimedia Enhanced Interactive Virtual Laboratories." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-11218-3_15.

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Tsagkaris, Kostas, M. Akezidou, A. Galani, and P. Demestichas. "Signaling Load Evaluations for Policy-Driven Cognitive Management Architectures." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-30376-0_14.

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Liu, Xuanchang, and Ivan Mutis. "Cognitive Dynamics for Construction Management Learning Tasks in Mixed Reality Environments." In CONVR 2023 - Proceedings of the 23rd International Conference on Construction Applications of Virtual Reality. Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0289-3.22.

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Technologies to communicate construction project information (engineering designs, schedules) have evolved into a wider range of innovative ecosystems for engineering practices (e.g., cloud-based 3D representations and advanced immersive environments). There is a lack of exploration of effective user interaction for learning and training in relation to how presented information influences cognition in these ecosystems. The presented research investigates the users’ cognitive and attentional differences using the interactive capabilities of Mixed reality (MX) technology. The enhanced user-situation interactions are analyzed by measuring cognitive dynamics with an emphasis on two processes (attentional focus and cognitive load) in relation to the challenge of the engineering learning task— defined by its complexity (limited time frame for observations of the situations, number of required observations) and nature (episodic). Cognitive dynamics were measured using an electroencephalography (EEG) device that senses electrical activity in response to changing levels of cognitive stimuli via electrodes placed on the scalp. Measuring fluctuations in cognitive processing (related to the intensity of various task demands) allows associating efforts on semantic information processing for learning and training tasks (e.g., walkthroughs for safety checks in job site in MX). The approach enhances opportunities to design technology that best adapts to the user needs for engineering practices with an efficient comprehensive performance assessment
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Liu, Xuanchang, and Ivan Mutis. "Cognitive Dynamics for Construction Management Learning Tasks in Mixed Reality Environments." In CONVR 2023 - Proceedings of the 23rd International Conference on Construction Applications of Virtual Reality. Firenze University Press, 2023. http://dx.doi.org/10.36253/10.36253/979-12-215-0289-3.22.

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Technologies to communicate construction project information (engineering designs, schedules) have evolved into a wider range of innovative ecosystems for engineering practices (e.g., cloud-based 3D representations and advanced immersive environments). There is a lack of exploration of effective user interaction for learning and training in relation to how presented information influences cognition in these ecosystems. The presented research investigates the users’ cognitive and attentional differences using the interactive capabilities of Mixed reality (MX) technology. The enhanced user-situation interactions are analyzed by measuring cognitive dynamics with an emphasis on two processes (attentional focus and cognitive load) in relation to the challenge of the engineering learning task— defined by its complexity (limited time frame for observations of the situations, number of required observations) and nature (episodic). Cognitive dynamics were measured using an electroencephalography (EEG) device that senses electrical activity in response to changing levels of cognitive stimuli via electrodes placed on the scalp. Measuring fluctuations in cognitive processing (related to the intensity of various task demands) allows associating efforts on semantic information processing for learning and training tasks (e.g., walkthroughs for safety checks in job site in MX). The approach enhances opportunities to design technology that best adapts to the user needs for engineering practices with an efficient comprehensive performance assessment
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Villarreal, Ryan Thomas, Parker Andrew Nordstrom, and Vincent G. Duffy. "A Bibliometric Analysis of Cognitive Load Sensing Methodologies and Its Applications." In Digital Human Modeling and Applications in Health, Safety, Ergonomics and Risk Management. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-61060-8_9.

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Brunzini, Agnese, Alessandra Papetti, Luca Formenti, et al. "Cognitive Load and Stress Assessment of Medical High-Fidelity Simulations for Emergency Management." In Advances in Simulation and Digital Human Modeling. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51064-0_44.

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Shin, Hyunjong, and Vittaldas V. Prabhu. "Evaluating Impact of AI on Cognitive Load of Technicians During Diagnosis Tasks in Maintenance." In Advances in Production Management Systems. Smart Manufacturing for Industry 4.0. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99707-0_4.

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Niculescu, Andreea, Yujia Cao, and Anton Nijholt. "Manipulating Stress and Cognitive Load in Conversational Interactions with a Multimodal System for Crisis Management Support." In Development of Multimodal Interfaces: Active Listening and Synchrony. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-12397-9_11.

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Ma, Kai, Pei Liu, Jie Yang, and Xinping Guan. "Interference Management and Power Control for Cognitive Radio Network." In Control and Communication for Demand Response with Thermostatically Controlled Loads. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-6876-1_11.

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Conference papers on the topic "Cognitive load management"

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Vimal, S. P., Palaniraj Rajidurai Parvathy, John Benito Jesudasan Peter, Brinda P, S. Srinivasan, and R. Sankar. "Wearable Technology and Cloud Computing Integration for Adaptive Cognitive Load Management." In 2024 International Conference on Smart Technologies for Sustainable Development Goals (ICSTSDG). IEEE, 2024. https://doi.org/10.1109/icstsdg61998.2024.11026691.

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Cheberiachko, Serhii, Dmytro Radchuk, Yuriy Cheberiachko, Oleg Deryugin, and Mykola Naumov. "Evaluation of the Impact of Wearing a Filtering Half Mask on the Cognitive Indicators of Users." In 8th International Congress "Environment Protection. Energy Saving. Sustainable Environmental Management". Trans Tech Publications Ltd, 2025. https://doi.org/10.4028/p-1jvlxw.

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Abstract:
Purpose. Study of the influence of users' cognitive indicators on decision-making time when using filtering half masks. Method. 10 men and 5 women who used RPA-DE filtering half masks manufactured by Research and Production Enterprise STANDART took part in the study. During the study, the time and speed of the reaction of half masks users to a stimulus were determined, which allows us to assess the speed of decision-making when performing professional activities in a polluted working environment. The tasks were performed in the absence of physical exertion: once in a half mask, another time without a half mask (control value). The tasks measured the ability to suppress obstacles (Stroop Color Word test), visual search speed, processing speed and mental flexibility, reaction speed (Trailmaking Halstead–Reitan test), level of attention and logical thinking (Raven's Test), anxiety level (IDRlabs resource .com). Three main tasks were performed by the research participant for 40 minutes, after which a test was performed to determine the level of anxiety. Results. The ability to suppress obstacles, reaction speed, and level of logical thinking did not differ significantly between the control value and when wearing a half mask. As for women, the speed of reaction was higher than for men, but in groups of both sexes (in each of the groups) there were no significant differences between tests with and without a half mask. When performing any task to determine the speed of reaction and logic of thinking while wearing a half mask, the results of men and women and when comparing them with each other did not have significant differences. At the same time, the level of anxiety during tasks was 8% higher with the use of half mask s than without it. Scientific novelty. It has been established that wearing a filtering half mask increases the level of stress and anxiety of users when performing mental tasks due to an increase in the load on the cardiovascular system. Practical value. The results show that short-term wearing of a half mask in the lack of other influences does not impair cognitive performance, which indicates the absence of additional risks when using personal protective equipment for users when performing industrial tasks .
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Kakadiya, Rushikesh, Tarannum Khan, Anjali Diwan, and Rajesh Mahadeva. "Transformer Models for Predicting Bank Loan Defaults a Next-Generation Risk Management." In 2024 IEEE 6th International Conference on Cybernetics, Cognition and Machine Learning Applications (ICCCMLA). IEEE, 2024. https://doi.org/10.1109/icccmla63077.2024.10871798.

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Maleck, Moritz, and Tom Gross. "CoLoTiMa: A Cognitive-Load Based Time Management Tool." In MuC '24: Mensch und Computer 2024. ACM, 2024. http://dx.doi.org/10.1145/3670653.3677485.

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Chen, Jianzhen, and Xiaoping Li. "Reducing Cognitive Load in Virtual Learning Environment." In 2015 International Conference on Industrial Technology and Management Science. Atlantis Press, 2015. http://dx.doi.org/10.2991/itms-15.2015.190.

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Meng, Jiaying, Zhifan Wang, and Zhimin Li. "Application of Cognitive Load Theory in Mobile Micro-learning." In 2016 International Conference on Management Science and Innovative Education. Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.110.

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Davaslioglu, Kemal, Bob Pokorny, Yalin E. Sagduyu, et al. "Measuring the Collective Allostatic Load." In 2019 IEEE Conference on Cognitive and Computational Aspects of Situation Management (CogSIMA). IEEE, 2019. http://dx.doi.org/10.1109/cogsima.2019.8724197.

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Alsarhan, Ayoub, and Anjali Agarwal. "Load balancing for spectrum management in a cluster-based cognitive network." In 2011 24th IEEE Canadian Conference on Electrical and Computer Engineering (CCECE). IEEE, 2011. http://dx.doi.org/10.1109/ccece.2011.6030675.

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Khoramnejad, Fahime, Mehdi Rasti, Hossein Pedram, and Shahrokh Valaee. "Admission control and load management in underlay OFDMA cognitive radio networks." In 2017 IEEE 28th Annual International Symposium on Personal, Indoor, and Mobile Radio Communications (PIMRC). IEEE, 2017. http://dx.doi.org/10.1109/pimrc.2017.8292450.

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Sharifi, Mahmoud, and Hamed Kebriaei. "A study on pricing strategies for residential load management using fuzzy reinforcement learning." In 2015 International Conference on Cognitive Computing and Information Processing (CCIP). IEEE, 2015. http://dx.doi.org/10.1109/ccip.2015.7122614.

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