2017_07_HCII_A Cognitive Modeling Approach – Does Tactical Breathing in a Psychomotor Task Influence Skill Development during Adaptive Instruction?
Citation: Kim, J., Dancy, C., Goldberg, B., & Sottilare, R.A. (2017, July). A Cognitive Modeling Approach – Does Tactical Breathing in a Psychomotor Task Influence Skill Development during Adaptive Instruction? In Foundations of Augmented Cognition (pp. 162-174). Springer International Publishing.
Abstract. This paper reports the relationship between cognitive (e.g., atten-tional resources) and physiological (e.g., breathing) factors in executing a psy-chomotor task (i.e., golf putting). We explore performance from a series of computational models in the ACT-R and ACT-R/Φ architecture in an attempt to improve adaptive instruction and feedback using a predictive model. We par-ticularly investigate the effect of tactical breathing during a psychomotor task of golf putting. In general, learners are instructed to perform proper breathing while executing actions. However, it is not well understood that how the corre-sponding mechanisms of attentional control interact with the physiological fac-tors as the learner progresses to the learning stage. In addition the instruction and feedback policy in a training system needs to deal with the changing atten-tional capacity in the learning stage. One of the advantages using an adaptive training system (e.g., Generalized Intelligent Framework for Training: GIFT) is to provide tailored feedback to the leaner. It is, thus, necessary to understand what influences skill development, and how physiological and cognitive pro-cesses work together to reinforce correct behaviors. Our study starts to answer such questions for psychomotor instruction within intelligent tutoring systems.
Keywords: Attention, Breathing, Psychomotor tasks, Intelligent Tutoring Sys-tems (ITSs), Generalized Intelligent Framework for Tutoring (GIFT), High Level Behavior Representation Language (HERBAL), ACT-R/Φ