Investigating the role of hand perspective in learning from procedural animations.

Background: Research indicates that animations presenting procedural instructions lead to better learning if the animation displays the procedural task from a first-person perspective (over-the-shoulder) compared to a third-person perspective (face-to-face).

Aims: This study extends view-perspective research by investigating whether the observation of human hands completing manipulative tasks in an animation are necessary or not.

Sample: Sixty university students participated in the study.

Evaluation of an adaptive virtual laboratory environment using Western Blotting for diagnosis of disease.

Background: Providing large numbers of undergraduate students in scientific disciplines with engaging, authentic laboratory experiences is important, but challenging. Virtual laboratories (vLABs) are a potential means to enable interactive learning experiences. A vLAB focusing on Western Blotting was developed and implemented in a 3rd year undergraduate Pathology course for science students to facilitate learning of technical molecular laboratory skills that are linked to development of diagnostic skills.

Analysis of collaborative communication for linguistic cues of cognitive load.

Objective: Analyses of novel linguistic and grammatical features, extracted from transcribed speech of people working in a collaborative environment, were performed for cognitive load measurement

Background: Prior studies have attempted to assess users' cognitive load with several measures, but most of them are intrusive and disrupt normal task flow. An effective measurement of people's cognitive load can help improve their performance by deploying appropriate output and support strategies accordingly.

Methods: The authors studied 33 members of bushfire management teams working collaboratively in computerized incident control rooms and involved in complex bushfire management tasks.