Research Publications

A digital scratchpad was used by 8 participants in a study aimed at eliciting natural interactive behaviour under 3 increasing levels of cognitive load, and over 4 sessions, such that participant’s expertise increased. The scratchpad was used to jot down numbers, solve arithmetic calculations, and diagram possible solutions and captured digitally with a tablet monitor. Note-taking while problem solving can serve as mnemonic support and visual aid for high cognitive load tasks, as such this could translate into relatively more extensive usage of the scratchpad, as load increases. We hypothesized various aspects of the use of the scratchpad (such as increased markings or the frequency of complex markings such as drawings or symbolic marks) would offer insights into the cognitive load of the subjects completing the tasks, thus serving as a proxy for cognitive load that be assessed automatically. We expected that use of the scratchpad would increase as subjects attempted more complex tasks, and similarly decrease as subjects gained expertise. The results show that subjects used the scratchpad more extensively as cognitive load increased (F(1,7)=22.98, p=.002); however, they did not change the amount of scratchpad usage as their expertise increased (F(3,18)=.328, p=.81). Secondly, we expected the type of scratchpad markings would change in more difficult tasks as participants began to use different types of markings, primarily diagramming and organizational marks. Results show subjects changed the type of marking they used as cognitive load increased: with relatively greater quantity of symbolic markings (Friedman’s X2(4,2) = 8.0, p=.018) and a greater quantity of diagrams (Friedman’s X2(4,2) = 8.0, p=.02). We suggest the increased use of the scratchpad (both as a visual aid and motor-related activity) serves to cognitively and perceptually integrate and structure task related information further engaging working memory and hence used as a tool to self-manage high cognitive load.