Centro de Documentación de las Artes Escénicas y de la Música
Secretaría de Estado de CulturaNot a member yet
3407326 research outputs found
Sort by
Measuring Cognitive Load with Eye Tracking to Guide the Design of Mixed Reality Data Visualisation Systems
No full textThis PhD research investigates how Mixed Reality (MR) technology can be leveraged to enhance learning and performance in scientific data analysis. In an era where vast datasets shape our understanding of the world, extracting insights from increasingly complex data and utilising them meaningfully presents a significant challenge.
MR technology offers new ways to visualise and explore multifaceted information providing a flexible, three-dimensional space to support multiformat and multidimensional scientific data analysis. However, the components that constitute
visualisations in MR and the cognitive aspects involved in processing it are often conflated in its evaluation. Cognitive load is a concept that refers to the burden on the limited memory capacity required to process information and perform tasks. Measuring cognitive load could help understand how specific visualisation elements impact information processing in analytical operations and lead to positive user outcomes.
This research explores the relationships between MR visualisation techniques, cognitive factors, and eye movement metrics through three studies. The pilot study investigates eye movement metrics as a cognitive load measure while comparing 2D and 3D representations. The main study further applies this to examine how the use of MR’s extended space affects cognitive processing. Finally, the interview study evaluates the applicability of the design recommendations elicited from the main study.
As a result, clearer links are established between fixation metrics and cognitive demands placed on the memory system. The research also demonstrates that stereoscopic 3D representation can be perceived as more detailed than 2D, and
that extended screen space can help reduce the cognitive demand on working memory. The proposed cognitive model accommodates the extended spatial characteristics of MR and helps identify design attributes that reduce unnecessary
cognitive burden. The practical design recommendations offer guidance for the development of MR systems that support cognitively more efficient learning and performance in scientific data analysis
Unsettling zemiology
No full textThis chapter argues that the prospects and potential of theories for thinking outside dominant paradigms of knowledge are limited so long as they are not considered in the context of such theories’ production, consumption and utilisation. As such, one of the issues facing radical efforts to think outside of dominant academic discourses is that they often remain wedded to traditional models of what knowledge is and whose knowledge counts. Using zemiology as a case study to interrogate whether efforts to challenge dominant discourses and the power structures they serve reflect genuine horizons of hope or, ultimately, sites of recapitulation, this chapter explores calls for a specific ‘decolonial zemiology’ (Wright, 2023), suggesting this risks inadvertently becoming a further specialism. Instead, it contends, what is needed are ways to disrupt and unsettle not just discourses and/or who produces knowledge and for whom, but the broader climate of academic imperialism. Drawing on Sayed Hussein Alatas’s (1974) notion of the ‘creative mind’, it suggests the development of a utopian method, as devised by Ruth Levitas (2013). as a potential means for doing so
Water Vapor Vertical Distribution on Mars After Six Years of TGO/NOMAD Solar Occultations: 1. Global Climatology
No full textWe present vertical profiles of water vapor obtained during six continuous years of solar occultation observations in the infrared by the Nadir and Occultation for MArs Discovery (NOMAD) instrument on board Trace Gas Orbiter. The retrievals have been performed with an inversion code previously applied to smaller samples of this data set, but improved to combine pairs of diffraction orders allowing for sounding water vapor up to about 120 km altitude. As a first part of a set of two papers, this study presents the most extended data set of water vapor measurements from the NOMAD instrument to date, covering three full and consecutive Martian Years. Building upon previous researches primarily focused on the perihelion season, this analysis now includes the aphelion season, offering a comprehensive view of Mars' water cycle. Observations from April 2018 to December 2023 were analyzed, covering perihelion of Mars Year (MY) 34 to aphelion of MY 37 and presenting water vapor vertical profiles from approximately 5–10 km to 110–120 km in altitude. This study reveals consistent seasonal and latitudinal water vapor patterns, showing water vapor systematically more vertically extended during the perihelion season than during the aphelion. We present an extensive analysis of the water vapor local time variability, confirming overall larger abundances during the evenings than during mornings. These data provide new insights into the vertical distribution of atmospheric water vapor on Mars, aiding future comparisons and global climate model validation
Ethical Dilemmas in Educational Research: BERA Case Studies for Researchers by Researchers
No full textDrawing on the real voices and experiences of researchers, this book illustrates how the British Educational Research Association (BERA) Ethical Guidelines for Educational Research can be used to appraise research studies ethically. Researchers have choices when they design, conduct and report their research. These choices have consequences for others – funders, sponsors, those who facilitate access to research settings, those in the research settings, participants and the researchers. Sometimes the consequences can be anticipated and positive consequences can be maximised in the research design and negative consequences minimised. Sometimes the consequences only become apparent as the research unfolds.
This book presents a series of case studies following researchers in their decision-making through studies in a range of settings to consider different ways to deal with ethical dilemmas raised. The authors draw on their experiences to explain researcher thinking and how this relates to enacting values, pointing to relevant advice in the BERA ethical guidelines. They also explore choices not taken, considering the possible implications from such decisions, and how other researchers might have made different decisions based on different positionality. The book confronts rather than avoids the application of Global North derived guidance for research in settings other than the UK. As well as thought provoking case studies, the book puts forward questions for readers to relate to their own research contexts and recommended reading for further thinking about the issues raised
Conclusions for the Ecological Web of Educational Research
No full textThis chapter explores how the British Educational Research Association’s ethical guidelines for educational research can be seen to align with the Global TRUST Code of research ethics (TRUST, 2018). This is a code built from wide international collaboration, including drawing on the perspectives of marginalised communities, which calls for all researchers to uphold the code as universal guidance. BERA’s ethical guidelines are mapped against the principles and articles of the TRUST code and the issues raised in the code illustrated as pertinent to educational research through reference to the chapters in this book. An ecological approach promotes thinking about the relevance of guidelines for different stakeholders in research. The principles of Fairness, Respect, Care and Honesty are illustrated as to how researchers themselves can be supported, as well as the agendas, needs and interests of funders, sponsors, gatekeepers, participants and research users. The adoption of the Global TRUST framework allows reflections on future directions for the BERA guidelines in terms of inclusion, care, epistemic justice, sustainability for the planet and a commitment to wellbeing
Affordances for Graphical Shape Thinking through Vivid Informal Classroom Talk
No full textThe shape of a graph arising from the covariation of variables is a crucial idea in reasoning about functions and graphs. Students’ perspectives on graph shape may foreground visual features and consider the shape to be a fixed property of the function (static graphical shape thinking). In contrast, students can perceive the graph as a trace of covarying quantities, through which its shape arises (emergent graphical shape thinking). It is of interest to understand how these perspectives are supported and promoted by teachers in classroom discourse. We present findings from a study of classroom discourse in which we used systemic functional linguistics (SFL) to identify features of how teachers and students described graphs. We identified informal but vivid descriptions of graphs that may have affordances for, and even foreground, emergent graphical shape thinking
Student carers in distance higher education: study strategies and support needs
No full textWhilst research about student carers is limited, what exists suggests that participation in higher education can be extremely challenging. This qualitative study aimed to explore the experiences, study strategies and support needs of 40 open and distance learning students with caring responsibilities in terms of three dimensions of Tinto’s Longitudinal Model of Student Integration – goals and institutional commitment, academic integration and social integration. Student carers were motivated by a desire to transcend their caring role. In relation to academic integration, participants presented as dedicated students struggling to fit study around care and consequently studied strategically. Participants typically eschewed all but the most essential academically focused dimensions of social integration. The participants’ reluctance to not disclose carer status or only do so informally, limited the institutional capacity to proactively offer support and build a better understanding of this group. Suggestions to better support student carers’ commitment to study goals as well as academic and social integration are propose