Publikationen

Rotate It - Effekte touchbasierter Interaktion auf mobilen Endgeräten beim Lösen räumlicher Aufgaben im Mathematikunterricht der Sekundarstufe

Montag, M., Zander, S., Wetzel, S., & Bertel, S. (2017). Rotate It - Effekte touchbasierter Interaktion auf mobilen Endgeräten beim Lösen räumlicher Aufgaben im Mathematikunterricht der Sekundarstufe. MediaPsych2017 – 10th Conference of the Media Psychology Division. Landau, Germany.
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  Bertel, Sven
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  CIVU – Center for Interaction, Visualization and Usability
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Underlying Processes of an Inverted Personalization Effect in Multimedia Learning – An Eye-Tracking Study

Zander, S., Wetzel, S., Kühl, T., & Bertel, S. (2017). Underlying Processes of an Inverted Personalization Effect in Multimedia Learning – An Eye-Tracking Study. Frontiers in Psychology, 8, 2202. http://doi.org/10.3389/fpsyg.2017.02202

Abstract

One of the frequently examined design principles in multimedia learning is the personalization principle. Based on empirical evidence this principle states that using personalized messages in multimedia learning is more beneficial than using formal language (e.g., using ‘you’ instead of ‘the’). Although there is evidence that these slight changes in regard to the language style affect learning, motivation and the perceived cognitive load, it remains unclear, (1) whether the positive effects of personalized language can be transferred to all kinds of content of learning materials (e.g., specific potentially aversive health issues) and (2) which are the underlying processes (e.g., attention allocation) of the personalization effect. German university students (N = 37) learned symptoms and causes of cerebral hemorrhages either with a formal or a personalized version of the learning material. Analysis revealed comparable results to the few existing previous studies, indicating an inverted personalization effect for potentially aversive learning material. This effect was specifically revealed in regard to decreased average fixation duration and the number of fixations exclusively on the images in the personalized compared to the formal version. These results can be seen as indicators for an inverted effect of personalization on the level of visual attention.
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  Bertel, Sven
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Mobiles Lernen - Effekte touch-basierter Interaktion auf Tablets beim Lösen räumlicher Aufgaben im Mathematikunterricht

Montag, M., Wetzel, S., Bertel, S., & Zander, S. (2017). Mobiles Lernen - Effekte touch-basierter Interaktion auf Tablets beim Lösen räumlicher Aufgaben im Mathematikunterricht. PAEPSY 2017. Münster, Germany.
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  Bertel, Sven
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  Fachbereich 3: Information und Kommunikation
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Spatial Knowledge Acquired from Pedestrian Urban Navigation Systems

Bertel, S., Dressel, T., Kohlberg, T., & von Jan, V. (2017). Spatial Knowledge Acquired from Pedestrian Urban Navigation Systems. In Proceedings of the 19th International Conference on Human-Computer Interaction with Mobile Devices and Services. New York, NY, USA: Association for Computing Machinery. http://doi.org/10.1145/3098279.3098543

Abstract

We investigated the spatial knowledge that users of pedestrian navigation support acquire about the navigated area. In particular, we compare two conditions: A spatially richer condition, which provides continual access to information about route directions and surroundings via a local map at closest zoom level. And a spatially sparser condition, in which route directions are given via a tactile display and only as decision points come up. In a field study, 28 participants navigated on foot through a previously unfamiliar urban area. Data on resulting spatial knowledge, gaze distribution on environmental features, performance, individual spatial abilities, and user experience were collected and analysed. We were specifically interested in the route and survey knowledge that participants had acquired. The results point to advantages for acquiring route knowledge through using the sparser, tactile display condition and for acquiring survey knowledge through using the richer map condition. We conclude with discussing ramifications for the design and use of different types of pedestrian navigation support systems for different task scenarios.
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  Bertel, Sven
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"Not Another Z Piece!": Adaptive Difficulty in TETRIS

Spiel, K., Bertel, S., & Kayali, F. (2017). "Not Another Z Piece!": Adaptive Difficulty in TETRIS. In Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems (S. 5126–5131). New York, NY, USA: Association for Computing Machinery. Abgerufen von https://doi.org/10.1145/3025453.3025721

Abstract

Difficulty in TETRIS is adjusted by adapting the speed with which blocks fall. In this contribution, we describe results of an exploratory study in which we investigated relationships between players performance and their subjective assessment of difficulty and fun. We tested five different algorithms that, instead of adjusting game speed, adjust difficulty by choosing blocks based on the current game state. With our results, we establish pile height and bumpiness as parameters that indicate the performance of a player during a live game, discuss the inherent difficulty of different block choosing algorithms and show how the relationship between fun and perceived difficulty varies for distinct player groups. With regard to adapting difficulty, we argue that one can still teach an old dog such a TETRIS a lot of new tricks.
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"Physical Touch-Based Rotation Processes of Primary School Students"

Bertel, S., Wetzel, S., & Zander, S. (2017). "Physical Touch-Based Rotation Processes of Primary School Students". In Spatial Cognition X (S. 19–37). Philadelphia, PA, USA: Springer International Publishing.

Abstract

We present a novel method for deriving solution strategies used when solving rotation tasks. Process-based findings about physical rotation are obtained from an analysis of how angular disparity between stimuli changes over time. Data on angular disparity was gathered through a study on mental and physical rotation with 37 primary school students between the ages of 8 and 11. For controlling physical rotation, students used touch-based input on our iOS app Rotate it!, which also logged their interactions. Data on changes of angular disparity was used in the construction of Markov models. The models were employed to generate sets of synthetic angular disparity time courses, based on which we identified three distinct rotation-based solution strategies. Our analysis has implications for understanding processes involved in physical and mental rotation alike. It helps to lay grounds on which novel interactive diagnostic and training tools for spatial skills can be developed.
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  Bertel, Sven
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Strategies Used by Primary School Students During Physical Touch-Based Rotation

Wetzel, S., Zander, S., & Bertel, S. (2017). Strategies Used by Primary School Students During Physical Touch-Based Rotation. 17th Biennial Conference EARLI 2017. Tampere, Finland.
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  Fachbereich 3: Information und Kommunikation
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Publikationen

Rotate It - Effekte touchbasierter Interaktion auf mobilen Endgeräten beim Lösen räumlicher Aufgaben im Mathematikunterricht der Sekundarstufe

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Underlying Processes of an Inverted Personalization Effect in Multimedia Learning – An Eye-Tracking Study

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Mobiles Lernen - Effekte touch-basierter Interaktion auf Tablets beim Lösen räumlicher Aufgaben im Mathematikunterricht

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Spatial Knowledge Acquired from Pedestrian Urban Navigation Systems

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"Not Another Z Piece!": Adaptive Difficulty in TETRIS

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"Physical Touch-Based Rotation Processes of Primary School Students"

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Strategies Used by Primary School Students During Physical Touch-Based Rotation

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