The role of cognitive functions in the dynamics of work accidents

This paper brings to the fore the need to study the causality of work accidents starting from the hypothesis that the causes must be identified immediately, respectively the dysfunctions of the work system, which contribute to their occurrence. So, in the causal chain of the work accident, the last link is the “meeting” between the victim and the material agent who injures her, and often the factors of the work system, which are potential causes of injury, are specific to the worker and represent an error inappropriate behaviour in terms of occupational safety, in the form of wrongdoing or omissions. In this regard, cognitive ergonomics is still an untapped area, although it can make significant contributions to improving work performance and creating safe and healthy working environments in industry. Cognitive functions are relevant when we talk about 4 essential skills of the worker, respectively: sensation and perception, attention, short and long term memory. The paper brings more information for the scientific community because the analysis highlights the link between the cognitive functions of workers and the errors generated by them in the dynamics of a work accident, and can also be a starting point for new research.

Applications of affordance and cognitive ergonomics in virtual design: A digital camera as an illustrative case

Affordance-based design (ABD) plays an important role in identifying interactions, especially effortless ones, between users and artifacts. Cognitive ergonomics extends our understanding of this effortless interaction. This study combines the two design methodologies together in order to reduce cognitive friction in using digital products. The design process of a compact digital camera is selected as a case study that includes the design of the physical shape for a camera and of its user interface. In designing a product shape, a design toolbox was developed that integrated a modified multi-objective genetic algorithm and the ABD, which was named as affordance-based interactive genetic algorithm. Using this toolbox and interactive user feedback, the camera design evolves toward a product that better satisfies the users. User interfaces (UIs) including linear and elliptic layouts were subsequently designed based on cognitive ergonomics. A predictive tool of UI, the Cog Tool, was used to evaluate the performance of skilled users on a given task by correlating the overall task completion time. Finally, this research has the potential to not only effectively address the shortcomings of the design of consumer electronics but also enrich the generation of design solutions during the preliminary design phase of such products.

Developing the culture of students’ intellectual activity based on cognitive ergonomics principles

The versatility of the concept and the need to develop the culture of students’ intellectual activity as a way of adapting in the modern information space are shown. The article considers the features of designing a joint cognitive system “The teacher – educational information – the student” as a condition for developing the culture of a future specialist’s intellectual activity and improving the quality of mastering educational information in the professional training process. The results of studying the factors reducing the quality of a student’s intellectual and educational activities within higher education environment are analyzed and discussed. Findings and recommendations are made to direct psychological and pedagogical correction in the system of higher education for further research.

Cognitive Ergonomics of Formgiving as Unstructured Approaches in Furniture Design Practice

This paper discusses how designers formulate ideas through unstructured approaches in furniture design. The problem arose from a logical analysis of the strategies, methods, and hermeneutics in designing within the state-of-the-art interpretation principle. The goal is to understand how designers interpret the visual concept of subjectivity. In the designers’ cognitive ergonomics, verbal protocol analysis approaches methodologically analyzed. The 15-minute memorizing-based videotapes observe the designer reflection using several form properties, namely a characteristic of the uncertain objects has practiced. The findings showed the embodiment of metaphorical forms for designers to visualize unstructured visual forms as significant tangible forms. Keywords: Cognitive ergonomics; formgiving; furniture design; visual protocol eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6iSI5.2927

Calculation of mental load from e-learning student with NASA TLX and SOFI method

The learning process between students and lecturers usually occurs face-to-face in class. Technological developments and a continuous pandemic change the learning process to be a face-to-face e-learning process. The mental load during face-to-face learning is very different from learning in e-learning. This study was built using ergonomic thinking that is integrated with the use of e-learning. Cognitive ergonomics see from the point of view of students' comfort in cognitive thinking processes when doing e-learning. Data processing and testing will use a questionnaire derived from the NASA-TLX method. The results obtained from this study are the mental load calculations of each NASA TLX calculation. NASA TLX calculations show that efforts with a value of 267.29 dominate students. It could indicate that in e-learning lectures, students need more effort in conducting lectures. In addition, students experience fatigue while participating in online learning. It can be seen from the average SOFI measurement, which is only 1.26.

Cognitive ergonomics as a methodological basis for pedagogical design

This article is a review of the Russian Scientific and Practical Conference’s materials with International participation on Pedagogical design, which was held at the Bryansk State Technical University on February 25, 2021. The review presents reports and presentations made online by representatives of nine higher educational institutions and two institutions of secondary vocational education, which are structured on three grounds: pedagogical design as a field of scientific knowledge and as a process of designing the learning environment; training in a virtual information environment and the development of digital educational materials; ergonomic support for the pedagogical design of network learning technologies. Conclusions are drawn based on the results of the conference, related to the prospects of the scientific direction of pedagogical design’s ergonomic support in digital didactics, which is the basis of advanced educational technologies in higher and secondary vocational education.