Inquiry-based modeling is essential to scientific practice. However, modeling is difficult for novice scientists in part due to limited domain-specific knowledge and quantitative skills. VERA is an interactive tool that helps users construct conceptual models of ecological phenomena, run them as simulations, and examine their predictions. VERA provides cognitive scaffolding for modeling by supplying access to large-scale domain knowledge. The VERA system was tested by college-level students in two different settings: a general ecology lecture course (N=91) at a large southeastern R1 university and a controlled experiment in a research laboratory (N=15). Both studies indicated that engaging students in ecological modeling through VERA helped them better understand basic biological concepts. The latter study additionally revealed that providing access to domain knowledge helped students build more complex models.
Wearable Cognitive Assistants (WCA) are anticipated to become a widely-used application class, in conjunction with emerging network infrastructures like 5G that incorporate edge computing capabilities. While prototypical studies of such applications exist today, the relationship between infrastructure service provisioning and its implication for WCA usability is largely unexplored despite the relevance that these applications have for future networks. This paper presents an experimental study assessing how WCA users react to varying end-to-end delays induced by the application pipeline or infr…
Beyond Reactive Assistance: PV-Care Using Low-Density EEG and AI to Provide Proactive, Context-Aware Help for MCI
Shanghai High School International Division（上海中学国际部）；Elmore Family School of Electrical and Computer Engineering, Purdue University（普渡大学埃尔莫电气与计算机工程学院）；Apple Inc.（苹果公司）
Wearable Cognitive Assistance (WCA) applications present a challenge to benchmark and characterize due to their human-in-the-loop nature. Employing user testing to optimize system parameters is generally not feasible, given the scope of the problem and the number of observations needed to detect small but important effects in controlled experiments. Considering the intended mass-scale deployment of WCA applications in the future, there exists a need for tools enabling human-independent benchmarking. We present in this paper the first model for the complete end-to-end emulation of humans in WCA…
Between Sense and Sensibility: Declarative narrativisation of mental models as a basis and benchmark for visuo-spatial cognition and computation focussed collaborative cognitive systems
University of Bremen（不来梅大学）
“\emph{sensing}”和“\emph{sensibility}”之间有什么区别？换句话说，什么样的认知过程介导了感知能力和可感知印象的形成-例如，抽象，类比，假设和理论的形成，信念和他们的修正，论点的形成-在特定领域的问题解决中，还是在日常生活，工作和简单地在环境中走动的常规活动中？如何才能知识和推理的能力，表现出人类在特定的问题背景下，被用来作为一个模型和基准的发展与人类的援助，保证和授权的协作认知（互动）系统？我们提出这些问题的背景下，一系列的辅助技术与\emph{visuo-spatial perception and cognition}任务，包括方面，如常识，创造力，专业领域的知识和解决问题的思维过程的应用。正在考虑的辅助技术包括：（a）人类活动解释;（b）高级认知旋转;（c）建筑和数字媒体创作等领域以人为本的创造性设计;（d）地理信息系统的定性分析。计算叙事不仅提供了丰富的认知基础，但他们也作为一个基准的功能性能在我们的发展计算认知辅助系统。我们认为，有关空间，行动和变化的计算叙事提供了一个有用的模型\emph{visual}和\emph{spatio-temporal thinking}在广泛的解决问题的任务和应用领域，协作认知系统可以提供一个辅助和授权功能。
Visually Grounded Narratives: Reducing Cognitive Burden in Researcher-Participant Interaction
School of Mathematics, Hunan University（湖南大学数学学院）；School of Artificial Intelligence and Robotics, Hunan University（湖南大学人工智能与机器人学院）；International Business School, Henan University of Economics and Law（河南财经政法大学国际商学院）；Science & Technology College, University of Lorraine（洛林大学科学技术学院）
Eyes Can't Always Tell: Fusing Eye Tracking and User Priors for User Modeling under AI Advice Conditions
National Institute of Informatics（国立情报学研究所）；Yale School of Medicine（耶鲁大学医学院）；University of Amsterdam（阿姆斯特丹大学）；Centrum Wiskunde & Informatica（数学与计算机科学中心）；Utrecht University（乌得勒支大学）
MambaGaze: Bidirectional Mamba with Explicit Missing Data Modeling for Cognitive Load Assessment from Eye-Gaze Tracking Data
Department of Computer Science, College of AI, Cyber and Computing, The University of Texas at San Antonio（计算机科学系，人工智能、网络与计算学院，德克萨斯大学圣安东尼奥分校）；Department of Educational Psychology, College of Education and Human Development, The University of Texas at San Antonio（教育心理学系，教育与人类发展学院，德克萨斯大学圣安东尼奥分校）；Department of Neuroscience, Developmental and Regenerative Biology, College of Sciences, The University of Texas at San Antonio（神经科学系，发育与再生生物学系，科学学院，德克萨斯大学圣安东尼奥分校）
