Skip to main content
Springer Nature Link
Log in

Exploring the Impact of Digital Design on Augmented Cognition

  • Conference paper
  • First Online:
Augmented Cognition (HCII 2025)

Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 15778))

Included in the following conference series:

  • 282 Accesses

Abstract

As students increasingly engage with digital interfaces, understanding how technology influences learning is essential. This study investigated how variations in instructional website design affect learning outcomes and identified specific design elements that enhance engagement, knowledge retention, and cognitive processing in digital environments. Two instructional websites on Python programming fundamentals incorporated distinct human-computer interaction principles to assess their impact on learning behaviors. An eye-tracking system monitored the eye gaze of participants to track user interactions. Screen recordings provided further data regarding user flows and interaction patterns. A sample of 16 students enrolled in an introductory computer science course with minimal prior experience in Python were selected to ensure a consistent baseline for learning gains and explored the websites. Participants took a 10-question quiz that reviewed material covered in the websites. They subsequently provided feedback through post-study surveys that captured their perceptions of the websites’ designs and their influence on the student learning experiences. Data analysis was conducted using ANOVA and t-tests to evaluate the influence of user interface variations on cognitive processing and retention metrics. Findings indicate that the scrollable website encouraged more review, with certain question types aligning better with specific designs. However, both websites were effective learning tools as they presented similar performance outcomes. These results emphasize the role of intentional digital design in fostering engagement, reducing visual overload, and supporting effective cognitive processing.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+
from €39.99 /Month
  • Starting from 10 chapters or articles per month
  • Access and download chapters and articles from more than 300k books and 2,500 journals
  • Cancel anytime
View plans

Buy Now

Chapter
EUR 29.95
Price includes VAT (Germany)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
EUR 69.54
Price includes VAT (Germany)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
EUR 87.73
Price includes VAT (Germany)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

') var buybox = document.querySelector("[data-id=id_"+ timestamp +"]").parentNode var buyingOptions = buybox.querySelectorAll(".buying-option") ;[].slice.call(buyingOptions).forEach(initCollapsibles) var buyboxMaxSingleColumnWidth = 480 function initCollapsibles(subscription, index) { var toggle = subscription.querySelector(".buying-option-price") subscription.classList.remove("expanded") var form = subscription.querySelector(".buying-option-form") var priceInfo = subscription.querySelector(".price-info") var buyingOption = toggle.parentElement if (toggle && form && priceInfo) { toggle.setAttribute("role", "button") toggle.setAttribute("tabindex", "0") toggle.addEventListener("click", function (event) { var expandedBuyingOptions = buybox.querySelectorAll(".buying-option.expanded") var buyboxWidth = buybox.offsetWidth ;[].slice.call(expandedBuyingOptions).forEach(function(option) { if (buyboxWidth buyboxMaxSingleColumnWidth) { toggle.click() } else { if (index === 0) { toggle.click() } else { toggle.setAttribute("aria-expanded", "false") form.hidden = "hidden" priceInfo.hidden = "hidden" } } }) } initialStateOpen() if (window.buyboxInitialised) return window.buyboxInitialised = true initKeyControls() })()

Institutional subscriptions

Similar content being viewed by others

References

  1. Ansari, N., Lopes, M., Bhanage, A., Changarankattil, V., Cheeramkuzhyil, A., Correia, R.: Heuristic evaluation of website using HCI principles. In: Adhau S., Gawande S., Rajguru V. (eds.) AIP Conference Proceedings, ITSEMC, vol. 3188, pp. 1–6. AIP Publishing (2024)

    Google Scholar 

  2. Bakos, Z.: Comparing the UI and UX of a business website, a user feedback study. In: Theses Open Collection, Laurea University of Applied Sciences (2019)

    Google Scholar 

  3. Crosby, M.E., Iding, M.K., Chin, D.N.: Research on task complexity as a foundation for augmented cognition. In: 36th Annual Hawaii International Conference on System Sciences. Proceedings of the Big Island (2003)

    Google Scholar 

  4. Datwani, K., Ogawa, M.B., Crosby, M.: Understanding humans’ cognitive processes during computational thinking through cognitive science. In: Schmorrow, D., Fidopiastis, C. (eds.) Foundations of Augmented Cognition 16th International Conference, AC Proceedings. Proceedings, vol. 16. Springer Lecture Notes in Artificial Intelligence. (2022)

    Google Scholar 

  5. Engeness, I.: Developing teachers’ digital identity: towards the pedagogic design principles of digital environments to enhance students’ learning in the 21st century. Eur. J. Teach. Educ. 44(1), 96–114 (2021)

    Article  Google Scholar 

  6. Ertmer, P.A.: Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educ. Tech. Res. Dev. 53(4), 25–39 (2005)

    Article  Google Scholar 

  7. Gabatino, T., Ogawa, M.B., Crosby, M.: Abstracting the understanding and application of cognitive load in computational thinking and modularized learning. In: Schmorrow, D., Fidopiastis, C. (eds.) Foundations of Augmented Cognition 16th International Conference, AC Proceedings. Proceedings, vol. 16. Springer Lecture Notes in Artificial Intelligence. (2022)

    Google Scholar 

  8. Gerlach, J.H., Kuo, F.-Y.: Understanding human-computer interaction for information systems design. MIS Q. 15(4), 527–549 (1991)

    Article  Google Scholar 

  9. Gorospe, J.M.C., Olaskoaga, L.F., Barragán, A.G.C., Iglesias, D.L., Agirre, B.O.A.: Formación Del Profesorado, Tecnología Educativa E Identidad Docente Digital. RELATEC: Revista Latinoamericana De Tecnología Educativa 14(1), 45–56 (2015)

    Google Scholar 

  10. Gregg, A., Reid, R., Aldemir, T., Gray, J., Frederick, M., Garbrick, A.: Improving online course design with think aloud observations: a “How to” guide for instructional designers for conducting UX testing. J. Appl. Instruct. Des. 7(2), 17–26 (2020)

    Google Scholar 

  11. Grossman, M.: A central processor for hierarchically-structured material: evidence from broca’s aphasia. Neuropsychologia 18, 299–308 (1980)

    Article  MathSciNet  Google Scholar 

  12. Instefjord, E.: Appropriation of digital competence in teacher education. Nordic J. Digit. Lit. 9(4), 313–329 (2014)

    Article  Google Scholar 

  13. Instefjord, E., Munthe, E.: Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula. Eur. J. Teach. Educ. 39(1), 77–93 (2016)

    Article  Google Scholar 

  14. Ioannou, A., Vasiliou, C., Zaphiris, P., Arh, T., Klobučar, T., Pipan, M.: Creative multimodal learning environments and blended interaction for problem-based activity in HCI education. TechTrends: Link. Res. Pract. Improve Learn. 59(2), 47–56 (2015)

    Google Scholar 

  15. Joo, H.: A study on understanding of UI and UX, and understanding of design according to user interface change. Int. J. Appl. Eng. Res. 12, 9931–9935 (2017)

    Google Scholar 

  16. Kopp, M., Gröblinger, O., Adams, S.: Five common assumptions that prevent digital transformation at higher education institutions. In: International Technology, Education and Development Conference Proceedings 2019, INTED, vol. 13, pp. 1448–1457. IATED, Spain (2019)

    Google Scholar 

  17. MacKenzie, S.: Human-Computer Interaction: An Empirical Research Perspective., 2nd edn. Morgan Kaufmann (2024)

    Google Scholar 

  18. Miller, G.A.: The magical number seven plus or minus two: some limits on our capacity for processing information. Psychol. Rev. 63, 81–97 (1956)

    Article  Google Scholar 

  19. Miya, T.K., Govender, I.: UX/UI design of online learning platforms and their impact on learning: a review. Int. J. Res. Bus. Soc. Sci. 11, 316–327 (2022)

    Google Scholar 

  20. Muslim, E., Moch, B.N., Wilgert, Y., Utami, F.F., Indriyani, D.: User interface redesign of e-commerce platform mobile application (Kudo) through user experience evaluation to increase user attraction. In: IOP Conference Series: Materials Science and Engineering, vol. 508, pp. 12113–12119. IOP Publishing (2019)

    Google Scholar 

  21. Musso, M., Moro, A., Glauche, V., Rijntjes, M., Reichenbach, J., Büchel, C., et al.: Broca’s area and the language instinct. Nat. Neurosci. 6, 774–781 (2003)

    Article  Google Scholar 

  22. Rabinovich, M.I., Varona, P., Tristan, I., Afraimovich, V.S.: Chunking dynamics: heteroclinics in mind. Front. Comput. Neurosci. 8, 22–32 (2014)

    Article  Google Scholar 

  23. Reeves, L.M., Schmorrow, D.D.: Augmented cognition foundations and future directions—enabling “Anyone, Anytime, Anywhere” applications. In: Stephanidis, C. (ed.) UAHCI 2007. LNCS, vol. 4554, pp. 263–272. Springer, Heidelberg (2007). https://doi.org/10.1007/978-3-540-73279-2_30

    Chapter  Google Scholar 

  24. Robson, J.: Performance, structure and ideal identity: reconceptualising teachers’ engagement in online social spaces. Br. J. Edu. Technol. 49(3), 439–450 (2018)

    Article  Google Scholar 

  25. Schmorrow, D.D.: Foundations of Augmented Cognition, 1st edn. CRC Press, Boca Raton (2005)

    Book  Google Scholar 

  26. Skinner, A., Long, L., Vice, J., Blitch, J., Fidopiastis, C.M., Berka, C.: Augmented interaction: applying the principles of augmented cognition to human-technology and human-human interactions. In: Schmorrow, D.D., Fidopiastis, Cali M. (eds.) AC 2013. LNCS (LNAI), vol. 8027, pp. 764–773. Springer, Heidelberg (2013). https://doi.org/10.1007/978-3-642-39454-6_82

    Chapter  Google Scholar 

  27. Skulmowski, A., Xu, K.M.: Understanding cognitive load in digital and online learning: a new perspective on extraneous cognitive load. Educ. Psychol. Rev. 34, 171–196 (2022)

    Article  Google Scholar 

  28. Sweller, J., van Merrienboer, J.J.G., Paas, F.G.W.C.: Cognitive architecture and instructional design. Educ. Psychol. Rev. 10, 251–296 (1998)

    Article  Google Scholar 

Download references

Acknowledgements

This study is funded by the Douglas S. Yamura Scholarship Fund under the University of Hawaii at Manoa Undergraduate Research and Opportunities Program (UROP).

Author information

Authors and Affiliations

  1. Department of Information and Computer Sciences, University of Hawaii at Manoa, 1680 East-West Road, Honolulu, HI, 96822, USA

    Samantha Limon, Branden Ogata & Michael-Brian Ogawa

Authors
  1. Samantha Limon
    View author publications

    Search author on:PubMed Google Scholar

  2. Branden Ogata
    View author publications

    Search author on:PubMed Google Scholar

  3. Michael-Brian Ogawa
    View author publications

    Search author on:PubMed Google Scholar

Corresponding author

Correspondence to Samantha Limon .

Editor information

Editors and Affiliations

  1. Soar Technology Inc., Orlando, FL, USA

    Dylan D. Schmorrow

  2. Katmai Government Services, Orlando, FL, USA

    Cali M. Fidopiastis

Rights and permissions

Reprints and permissions

Copyright information

© 2025 The Author(s), under exclusive license to Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Limon, S., Ogata, B., Ogawa, MB. (2025). Exploring the Impact of Digital Design on Augmented Cognition. In: Schmorrow, D.D., Fidopiastis, C.M. (eds) Augmented Cognition. HCII 2025. Lecture Notes in Computer Science(), vol 15778. Springer, Cham. https://doi.org/10.1007/978-3-031-93724-8_9

Download citation

  • DOI: https://doi.org/10.1007/978-3-031-93724-8_9

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-93723-1

  • Online ISBN: 978-3-031-93724-8

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics