The role of cognitive load in modulating social looking: a mobile eye tracking study.
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ABSTRACT:
SUBMITTER: Bianchi LJ
PROVIDER: S-EPMC7493067 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:ImportanceEndoscopic ear surgery (EES) is an emerging technique to treat middle ear diseases; however, the interventions are performed in 2-dimensional (2D) endoscopic views, which do not provide depth perception. Recent technical developments now allow the application of 3-dimensional (3D) endoscopy in EES.ObjectiveTo investigate the usability, advantages, and disadvantages of 3D vs 2D endoscopy in EES under standardized conditions.Design, setting, and participantsThis cohort study conducted at a tertiary academic medical center in Bern, Switzerland, included 16 residents and consultants of the Department of Otorhinolaryngology, Head & Neck Surgery, Inselspital, Bern.InterventionsEach participant performed selected steps of a type I tympanoplasty and stapedotomy in 3D and 2D views in a cadaveric model using a randomized, Latin-square crossover design.Main outcomes and measuresTime taken to perform the EES, number of attempts, and accidental damage during the dissections were compared between 3D and 2D endoscopy. Eye tracking was performed throughout the interventions. Cognitive load and subjective feedback were measured by standardized questionnaires.ResultsOf the 16 surgeons included in the study (11 inexperienced residents; 5 experienced consultants), 8 were women (50%); mean age was 36 years (range, 27-57 years). Assessment of surgical time revealed similar operating times for both techniques (181 seconds in 2D vs 174 seconds in 3D). A total of 64 surgical interventions were performed. Most surgeons preferred the 3D technique (10 for 3D vs 6 for 2D), even though a higher incidence of eye strain, measured on a 7-point Likert scale, was observed (3D, 2.19 points vs 2D, 1.44 points; mean difference , 0.74; 95% CI, 0.29-1.20; r = 0.67). Eye movement assessment revealed a higher duration of fixation for consultants in 2D (0.79 seconds) compared with 3D endoscopy (0.54 seconds), indicating a less-efficient application of previously acquired experiences using the new technique. Residents (mean [SD], 49.02 [16.4]) had a significantly higher workload than consultants (mean [SD], 27.21 [12.20]), independent of the used technique or task.Conclusions and relevanceThree-dimensional endoscopy is suitable for EES, especially for inexperienced surgeons whose mental model of the intervention has yet to be consolidated. The application of 3D endoscopy in clinical routines and for educational purposes may be feasible and beneficial.
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Project description:ObjectivesFor children to understand the emotional behavior of others, the first two steps involve emotion encoding and emotion interpreting, according to the Social Information Processing model. Access to daily social interactions is prerequisite to a child acquiring these skills, and barriers to communication such as hearing loss impede this access. Therefore, it could be challenging for children with hearing loss to develop these two skills. The present study aimed to understand the effect of prelingual hearing loss on children's emotion understanding, by examining how they encode and interpret nonverbal emotional cues in dynamic social situations.DesignSixty deaf or hard-of-hearing (DHH) children and 71 typically hearing (TH) children (3-10 years old, mean age 6.2 years, 54% girls) watched videos of prototypical social interactions between a target person and an interaction partner. At the end of each video, the target person did not face the camera, rendering their facial expressions out of view to participants. Afterward, participants were asked to interpret the emotion they thought the target person felt at the end of the video. As participants watched the videos, their encoding patterns were examined by an eye tracker, which measured the amount of time participants spent looking at the target person's head and body and at the interaction partner's head and body. These regions were preselected for analyses because they had been found to provide cues for interpreting people's emotions and intentions.ResultsWhen encoding emotional cues, both the DHH and TH children spent more time looking at the head of the target person and at the head of the interaction partner than they spent looking at the body or actions of either person. Yet, compared with the TH children, the DHH children looked at the target person's head for a shorter time (b = -0.03, p = 0.030), and at the target person's body (b = 0.04, p = 0.006) and at the interaction partner's head (b = 0.03, p = 0.048) for a longer time. The DHH children were also less accurate when interpreting emotions than their TH peers (b = -0.13, p = 0.005), and their lower scores were associated with their distinctive encoding pattern.ConclusionsThe findings suggest that children with limited auditory access to the social environment tend to collect visually observable information to compensate for ambiguous emotional cues in social situations. These children may have developed this strategy to support their daily communication. Yet, to fully benefit from such a strategy, these children may need extra support for gaining better social-emotional knowledge.
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Project description:Recent progress in the development of mobile Eye Tracking (ET) systems shows that there is a demand for modern flexible solutions that would allow for dynamic tracking of objects in the video stream. The paper describes a newly developed tool for work with ET glasses, and its advantages are outlined with the example of a pilot study. A flight task is performed on the FNTP II MCC simulator, and the pilots are equipped with the Mobile Tobii Glasses. The proposed Smart Trainer tool performs dynamic object tracking in a registered video stream, allowing for an interactive definition of Area of Interest (AOI) with blurred contours for the individual cockpit instruments and for the construction of corresponding histograms of pilot attention. The studies are carried out on a group of experienced pilots with a professional pilot CPL(A) license with instrumental flight (Instrument Rating (IR)) certification and a group of pilots without instrumental training. The experimental section shows the differences in the perception of the flight process between two distinct groups of pilots with varying levels in flight training for the ATPL(A) line pilot license. The proposed Smart Trainer tool might be exploited in order to assess and improve the process of training operators of advanced systems with human machine interfaces.
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