Development of a Research Framework to Elicit the Optimal Level of Users’ Functional Intervention

  • Song Jung
  • Sangwon LeeEmail author
Conference paper
Part of the Communications in Computer and Information Science book series (CCIS, volume 528)


Nowadays people live in the deluge of information. Although dissemination of information, people wander in excessive alternatives while they make decisions. This study deals with degree how well users can access and control the products or services, namely levels of users’ functional intervention. To demonstrate correlation between situational confusion and levels of users’ functional intervention, we examine related work such as multiple tasks, automation and cognitive load. We consider levels of users’ functional intervention as a criterion to find an effective way to reduce mistakes from cognitive load. The conceptual model between levels of users’ functional intervention and cognitive load is established, and then we propose an experimental design and present a method to elicit the optimal level of functional intervention that generates minimum cognitive load.


Context complexity Control authority Difficulty Cognitive load 



This research was supported by the Ministry of Education, South Korea, under the Brain Korea 21 Plus Project (No. 10Z20130000013) and Basic Science Research Program (No. NRF-2014R 1A 1A2054531).


  1. 1.
    Wickens, C.D.: Processing Resources in Attention, Dual Task Performance, and Workload Assessment (No. EPL-81-3/ONR-81-3). Illinois University at Urbana Engineering-Psychology Research Lab (1981)Google Scholar
  2. 2.
    Norman, D.A., Bobrow, D.G.: On data-limited and resource-limited processes. Cogn. Psychol. 7(1), 44–64 (1975)CrossRefGoogle Scholar
  3. 3.
    Wickens, C.D.: Engineering Psychology and Human Performance. Harper-Collins Publishers, New York (1992)Google Scholar
  4. 4.
    Palmer, E., Degani, A.: Electronic checklists: evaluation of two levels of automation. In: Proceedings of the Sixth Symposium on Aviation Psychology, pp. 178–183, April 1991Google Scholar
  5. 5.
    Stokes, A., Wickens, C., Kite, K.: Display technology-human factors concepts. NASA STI/Recon technical report A, vol. 91, p. 27333 (1990)Google Scholar
  6. 6.
    Sweller, J.: Cognitive load during problem solving: effects on learning. Cogn. Sci. 12(2), 257–285 (1988)CrossRefGoogle Scholar
  7. 7.
    Brunken, R., Plass, J.L., Leutner, D.: Direct measurement of cognitive load in multimedia learning. Edu. Psychol. 38(1), 53–61 (2003)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Sungkyunkwan UniversitySeoulKorea

Personalised recommendations