{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/111118"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/111118","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Evaluating cognitive workload in an AR environment using pupil area responses","abstract":"[EMBARGOED UNTIL 12/01/2026] This thesis investigates how augmented-reality (AR) instruction affects learners' cognitive workload, using pupil-area pupillometry synchronized with established subjective measures. Participants engaged with biomechanics-focused AR modules while wearing eye-tracking glasses, enabling continuous recording of their pupil responses during both learning and problem-solving phases. Introducing brief verbal nudges further modulates these dilation trajectories, suggesting that timely spoken prompts can help regulate mental effort. Together, the work delivers (i) a validated, non-intrusive protocol for assessing workload in head-worn AR; (ii) clear evidence that pupil dynamics differ distinctly between learning and problem-solving, underscoring the importance of phase-sensitive adaptation; (iii) proof that targeted verbal cues can influence cognitive engagement. These contributions deepen our understanding of cognitive processing in mixed-reality learning and lay the groundwork for workload-aware AR educational tools.","abstract_html":"[EMBARGOED UNTIL 12/01/2026] This thesis investigates how augmented-reality (AR) instruction affects learners' cognitive workload, using pupil-area pupillometry synchronized with established subjective measures. Participants engaged with biomechanics-focused AR modules while wearing eye-tracking glasses, enabling continuous recording of their pupil responses during both learning and problem-solving phases. Introducing brief verbal nudges further modulates these dilation trajectories, suggesting that timely spoken prompts can help regulate mental effort. Together, the work delivers (i) a validated, non-intrusive protocol for assessing workload in head-worn AR; (ii) clear evidence that pupil dynamics differ distinctly between learning and problem-solving, underscoring the importance of phase-sensitive adaptation; (iii) proof that targeted verbal cues can influence cognitive engagement. These contributions deepen our understanding of cognitive processing in mixed-reality learning and lay the groundwork for workload-aware AR educational tools.","abstract_has_math":false,"creators":["Mohanty, Siddarth"],"institution":"University of Missouri--Columbia","degree_name":"M.S.","degree_level":"Masters","degree_discipline":"Industrial Engineering","degree_department":null,"school":null,"contributors":[],"advisors":["Kim, Jung Hyup"],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025","date_published":"2025","updated_at":"2026-07-24T03:08:54Z","subjects":[],"languages":["eng","English"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/111118"],"render_values":[{"text":"https://doi.org/10.32469/10355/111118","href":"https://doi.org/10.32469/10355/111118","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10355/111118","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Kim, Jung Hyup"]},{"key":"dc:creator","label":"Author","values":["Mohanty, Siddarth"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2026-03-03T15:36:10Z"]},{"key":"dc:date.issued","label":"Date","values":["2025"]},{"key":"dc:publisher","label":"Institution","values":["University of Missouri--Columbia"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Industrial Engineering"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Columbia"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.32469/10355/111118"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/111118"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["[EMBARGOED UNTIL 12/01/2026] This thesis investigates how augmented-reality (AR) instruction affects learners' cognitive workload, using pupil-area pupillometry synchronized with established subjective measures. Participants engaged with biomechanics-focused AR modules while wearing eye-tracking glasses, enabling continuous recording of their pupil responses during both learning and problem-solving phases. Introducing brief verbal nudges further modulates these dilation trajectories, suggesting that timely spoken prompts can help regulate mental effort. Together, the work delivers (i) a validated, non-intrusive protocol for assessing workload in head-worn AR; (ii) clear evidence that pupil dynamics differ distinctly between learning and problem-solving, underscoring the importance of phase-sensitive adaptation; (iii) proof that targeted verbal cues can influence cognitive engagement. These contributions deepen our understanding of cognitive processing in mixed-reality learning and lay the groundwork for workload-aware AR educational tools."]},{"key":"dc:title","label":"Title","values":["Evaluating cognitive workload in an AR environment using pupil area responses"]}]}],"canonical_facts":{"dc:contributor.advisor":["Kim, Jung Hyup"],"dc:creator":["Mohanty, Siddarth"],"dc:date.accessioned":["2026-03-03T15:36:10Z"],"dc:date.issued":["2025"],"dc:description.abstract":["[EMBARGOED UNTIL 12/01/2026] This thesis investigates how augmented-reality (AR) instruction affects learners' cognitive workload, using pupil-area pupillometry synchronized with established subjective measures. Participants engaged with biomechanics-focused AR modules while wearing eye-tracking glasses, enabling continuous recording of their pupil responses during both learning and problem-solving phases. Introducing brief verbal nudges further modulates these dilation trajectories, suggesting that timely spoken prompts can help regulate mental effort. Together, the work delivers (i) a validated, non-intrusive protocol for assessing workload in head-worn AR; (ii) clear evidence that pupil dynamics differ distinctly between learning and problem-solving, underscoring the importance of phase-sensitive adaptation; (iii) proof that targeted verbal cues can influence cognitive engagement. 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