How performing several task segments simultaneously affects cognitive flexibility training in an assembly task
Bibliographic Data
| ID | 21631316 |
|---|---|
| Authors | Nirit Yuviler-Gavish (0000-0002-3769-3141, ORT Braude College, corresponding author), Omer Muati (ORT Braude College), Bar Hodya Gabbay (ORT Braude College) |
| Year | 2023 |
| Pages | 1-12 |
| Publication date | 2023-01-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Interactive Learning Environments (JOURNAL) |
| Journal identifiers | ISSN: 1049-4820 • E-ISSN: 1744-5191 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10494820.2023.2170420 |
| OpenAlex | W4318541494 |
| Language | EN |
| References cited | 40 |
The fourth industrial revolution and the rise of collaborative robots (cobots) in industrial assembly lines are changing the traditional role of human operators in assembly tasks from following a sequence of operations to working together with a cobot and being able to intervene at different stages of the assembly process. Hence, it is important to focus on cognitive flexibility training, instead of on procedural skill training. The current research examined the effect of performing several task segments simultaneously on cognitive flexibility training in an assembly task. We used a novel 3D simulation system to train participants in three between-participants groups. The three groups together – One Segment, Two Segments, and Nine Segments – comprised 29 participants. Following training, participants were required to assemble the model including having to switch between different sequences. The results demonstrate that the Nine Segments group required significantly longer training time compared to the One Segment group. For the Two Segments group, the switching time was shorter and the mean number of errors after switching was higher compared to the other groups. To conclude, only performing the task in two segments simultaneously improved both the cognitive flexibility and the subjective feeling of competence regarding participants’ cognitive flexibility
Cognition · Cognitive flexibility · Cognitive psychology · Feeling · Human–computer interaction · Task switching · Computer Science · Creativity in Education and Neuroscience · Engineering · Psychology · Social Psychology · Virtual Reality Applications and Impacts · Visual and Cognitive Learning Processes · Artificial Intelligence
The Adaptive Decision Maker
Reasons for confidence.
The Fourth Industrial Revolution
Nine Ways to Reduce Cognitive Load in Multimedia Learning
Generative Processes of Comprehension
Learner control, cognitive load and instructional animation
Cognitive flexibility and adaptability to environmental changes in dynamic complex problem-solving tasks
Developing conceptual understanding and procedural skill in mathematics
Overconfidence and Speculative Bubbles
The trouble with overconfidence
| Citation velocity | historical |
|---|---|
| Highly cited | No |