Cognitive skills learning: pen input patterns in computer-based athlete training

Abstract

In this paper, we describe a longitudinal user study with athletes using a cognitive training tool, equipped with an interactive pen interface, and think-aloud protocols. The aim is to verify whether cognitive load can be inferred directly from changes in geometric and temporal features of the pen trajectories. We compare trajectories across cognitive load levels and overall Pre and Post training tests. The results show trajectory durations and lengths decrease while speeds increase, all significantly, as cognitive load increases. These changes are attributed to mechanisms for dealing with high cognitive load in working memory, with minimal rehearsal. With more expertise, trajectory durations further decrease and speeds further increase, which is attributed in part to cognitive skill acquisition and to schema development, both in extraneous and intrinsic networks, between Pre and Post tests. As such, these pen trajectory features offer insight into implicit communicative changes related to load fluctuations.