| 1. |
- Ekanayake, Hiran B., et al.
(författare)
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Affective Realism of Animated Films in the Development of Simulation-Based Tutoring Systems
- 2013
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Ingår i: International Journal of Distance Education Technologies. - : IGI Global. - 1539-3100 .- 1539-3119. ; 11:2
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents a study focused on comparing real actors based scenarios and animated characters based scenarios with respect to their similarity in evoking psychophysiological activity for certain events by measuring galvanic skin response (GSR). In the experiment, one group (n=11) watched the real actors’ film whereas another group (n=7) watched the animated film, which had the same story and dialogue as the real actors’ film. The results have shown that there is no significant difference in the skin conductance response (SCR) scores between the two groups; however, responses significantly differ when SCR amplitudes are taken into account. Moreover, Pearson’s correlation reported as high as over 80% correlation between the two groups’ SCRs for certain time intervals. The authors believe that this finding is of general importance for the domain of simulation-based tutoring systems in development of and decisions regarding use of animated characters based scenarios.
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| 2. |
- Ekanayake, Hiran B., et al.
(författare)
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Comparing Expert and Novice Driving Behavior in a Driving Simulator
- 2013
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Ingår i: Interaction Design and Architecture(s) Journal - IxD&A. - : Interaction Design and Architecture(s). - 1826-9745 .- 2283-2998. ; :19, s. 115-131
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Tidskriftsartikel (refereegranskat)abstract
- This paper presents a study focused on comparing driving behavior of expert and novice drivers in a mid-range driving simulator with the intention of evaluating the validity of driving simulators for driver training. For the investigation, measurements of performance, psychophysiological measurements, and self-reported user experience under different conditions of driving tracks and driving sessions were analyzed. We calculated correlationsbetween quantitative and qualitative measures to enhance the reliability of the findings. The experiment was conducted involving 14 experienced drivers and 17 novice drivers. The results indicate that driving behaviors of expert and novice drivers differ from each other in several ways but it heavily depends on the characteristics of the task. Moreover, our belief is that the analytical framework proposed in this paper can be used as a tool for selecting appropriate driving tasks as well as for evaluating driving performance in driving simulators.
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| 3. |
- Ekanayake, Hiran B., et al.
(författare)
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Comparing expert driving behavior in real world and simulator contexts
- 2013
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Ingår i: International Journal of Computer Games Technology. - : Hindawi Publishing Corporation. - 1687-7047 .- 1687-7055.
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Tidskriftsartikel (refereegranskat)abstract
- Computer games are increasingly used for purposes beyond mere entertainment, and current hi-tech simulators can provide quite, naturalistic contexts for purposes such as traffic education. One of the critical concerns in this area is the validity or transferability of acquired skills from a simulator to the real world context. In this paper, we present our work in which we compared driving in the real world with that in the simulator at two levels, that is, by using performance measures alone, and by combining psychophysiological measures with performance measures. For our study, we gathered data using questionnaires as well as by logging vehicle dynamics, environmental conditions, video data, and users' psychophysiological measurements. For the analysis, we used several novel approaches such as scatter plots to visualize driving tasks of different contexts and to obtain vigilance estimators from electroencephalographic (EEG) data in order to obtain important results about the differences between the driving in the two contexts. Our belief is that both experimental procedures and findings of our experiment are very important to the field of serious games concerning how to evaluate the fitness of driving simulators and measure driving performance. © 2013 Hiran B. Ekanayake et al.
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| 4. |
- Ekanayake, Hiran B., 1978-, et al.
(författare)
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Determining the Psychological Involvement in Multimedia Interactions
- 2009
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Ingår i: The International Journal on Advances in ICT for Emerging Regions. - : Sri Lanka Journals Online (JOL). - 1800-4156. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- Human computer interaction (HCI) is currently aimed at the design of interactive computer applications for human use while preventing user frustration. When considering the nature of modern computer applications, such as e-learning systems and computer games, it appears that human involvement cannot be improved only by using traditional approaches, such as nice user interfaces. For a pleasant human involvement, these computer applications require that the computers should have the ability to naturally adapt to their users and this requires the computers to have the ability to recognize user emotions. For recognizing emotions currently most preferred research approach is aimed at facial expression based emotion recognition, which seems to have many limitations. Therefore, in this paper, we propose a method to determine the psychological involvement of a human during a multimedia interaction session using the eye movement activity and arousal evaluation. In our approach we use a low cost hardware/software combination, which determines eye movement activity based on electrooculogram (EOG) signals and the level of arousal using galvanic skin response (GSR) signals. The results obtained using six individuals show that the nature of involvement can be recognized using these affect signals as optimal levels and distracted conditions.
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| 5. |
- Ekanayake, Hiran B., 1978-
(författare)
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Validating User Engagement and Effectiveness of Training Simulations : A mixed-methods approach informed by embodied cognition and psychophysiological measures
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Simulation-based training has gained widespread attention recently as a response to drawbacks associated with traditional training approaches, such as high training costs (instructors, equipment, etc.), high risks (e.g. pilot training), and ethical issues (e.g. medical training), as well as a lack of availability of certain training environments (e.g. space exploration). Apart from their target training domains, many of aspects of simulations differ, such as their degree of physical realism (fidelity), scenarios (e.g. story), and pedagogical aspects (e.g. after-action reviews and collaborative learning). Among those aspects, designers have mostly focused on developing high-fidelity simulations with the expectation of increasing the effectiveness of training. However, some authors suggest that the above belief is a myth as researchers have failed to identify a linear relationship between the (physical) fidelity and training effectiveness of simulations. Most researchers have therefore evaluated the correspondence between the behaviours of trainees in both real world and simulated contexts, however, the existing methods of simulation validation using behavioural measures have a number of drawbacks, such as the fact that they do not address certain complex phenomena of skills acquisition.Bridging the above knowledge gap, this research reports on empirical investigations using an improved methodology for validating training simulations. This research includes an investigation of the user experience of trainees, with respect to the acceptance of virtual scenarios provoking a similar psychophysiological response as in real world scenarios, and the training potential of simulations with respect to the positive transfer of training from a simulator to real world operational contexts. The most prominent features of the proposed methodology include the use of psychophysiological measures in addition to traditional behavioural measures and the use of natural (quasi-) experiments. Moreover, its conceptual framework was influenced by contemporary theories in cognitive science (e.g. constructivism and embodied cognition). The results of this research have several important theoretical and methodological implications, involving, for example, the dependency of the effectiveness of simulations on the perceived realism of trainees, which is more embodied than has been predicted by previous researchers, and the requirement of several different types/levels of adaptive training experience, depending on the type of trainee.
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