Human Factors Lab

Building 41, Room 120

Human Factors Lab Overview

The human factors laboratory is under the direction of Dr. Steven Kass. In general, human factors research provides the knowledge to design systems that optimize human performance by compensating for human limitations and capitalizing on human strengths. Studies conducted in the laboratory have focused on attentional issues such as situation awareness, distraction, and tactile feedback and how they impact performance in driving, healthcare, and other contexts.

Want to get involved in human factors research? Contact Dr. Kass at skass@uwf.edu

Poster presentations at the UWF 2024 Student Scholarship Symposium - On the left, students representing the Mobile Environment for Developing Situation Awareness (MEDUSA) project are David Huson, Min Allen, and Madison Hagler; On the right, students representing the the aggressive driving study are Lonneke Pottinga, Kat McCabe, Sarianna Thomas, Amanda Schraer, and Alex Ortega.

Research Areas

Situation Awareness

Situation awareness (SA) involves the ability to recognize, interpret, and integrate key patterns of cues in the environment to accurately assess one’s current status and projection of future status. Good SA allows one to react quickly in making crucial decisions. While SA has been studied extensively in the military, this concept applies equally well to other dynamic environments such as driving, healthcare, and sports. Studies conducted in the lab have demonstrated that SA is severely impacted in drivers distracted by a hands-free cell phone conversation, even if that driver is highly experienced. In fact, even an unanswered cell phone notification can affect SA for a brief period of time. Other studies conducted show that SA in drivers and in nurses may be improved with proper training which may include mindfulness meditation and use of simulation. A mobile device app is currently being developed to help nurses practice the skills necessary to maintain SA.

Virtual Reality

Virtual reality (VR) is a relatively new technological advance in training. Because of this, we currently know little about its effectiveness or best use for training. We are currently examining the use of VR as a complement to other training paradigms such as lecture materials, simulations labs, and above real time training. Training contexts being examined include archaeological digs, situation awareness in healthcare, and decision making for baseball umpires.

Vibrotactile Displays for Spatial Awareness

We tested the use of vibrotactile displays in a variety of settings to provide spatial information through the relatively underutilized tactile medium. We found vibrotactile displays to be highly beneficial to helicopter pilots trying to maintain position in whiteout conditions and for directing pilots to areas of concern in the cockpit. Recently we showed that vibrotactile information was particularly helpful in a visual search task, particularly when the user also had to deal with auditory distractions.

Training Evaluation

Here we are evaluating a simulator that is used for teaching parachute descent procedures as part of the U.S. Navy's aviation survival training. A team of psychology faculty and student research assistants are comparing this simulator and a VR trainer to assess how effective they are at covering the training objectives and associated knowledge, skills, and abilities needed by pilots who may have to bail out or eject from an aircraft and land safely. Trainees can practice identifying and correcting parachute canopy malfunctions and steering under various environmental conditions (e.g., rain, darkness, wind) and terrain. This simulator is located in our other lab in building 4, room 302, and is the same as those used at U.S. Navy training sites.

Selected Research Articles

Hartley, C., Hurley, K., Morganson, V., Kass, S., Wheeler Atkinson, B., & Pierce, M. (2022). Eject, Eject, Eject! Conducting a cognitive task analysis to assess parachute descent training simulators. Ergonomics in Design: The Quarterly of Human Factors Applications. DOI: 10.1177/10648046221124786

Yount, Z. F., Kass, S. J., & Arruda, J. E. (2022). Route learning with augmented reality navigation aids. Transportation Research Part F: Traffic Psychology and Behavior, 88, 132-140.

Kass, S. J. (2022). The use of virtual reality in psychological research and therapy: Attributes and limitations. SIS Journal of Projective Psychology and Mental Health, 29(2), 81-87.

Kass, S.J., Eddy, B., Reichherzer, T., Van Der Like, J., Jones, D., King, A., Mazour, B., & McCourt, R. (2020). Mobile environment for developing user situation awareness (MEDUSA): Training for healthcare professionals. Proceedings of the 64th Annual Meeting of the Human Factors and Ergonomics Society, 64, 1345-1349.

Van Dam, J., Kass, S. J., & VanWormer, L. (2019). The effects of passive mobile phone interaction on situation awareness and driving performance. Journal of Transportation Safety and Security. DOI: 10.1080/19439962.2018.1564947

Kass, S. J., Downing Jr., C. O., Davis, K. A., Vodanovich, S. J., Smith Peters, C., & Van Der Like, J. J. (2018). Development and implementation of a situation awareness workshop to advance safe practice in novice nurses. Creative Nursing, 24, 124-132.

Hopkins, K, Kass, S. J., Blalock, L. D., & Brill, J. C. (2017). Effectiveness of auditory and tactile crossmodal cues in a dual-task visual and auditory scenario. Ergonomics, 60, 692-700. http://dx.doi.org/10.1080/00140139.2016.1198495

Lawson, B. D., Kass, S. J., Dhillon, K. K., Milam, L. S., Cho, T. H., & Rupert, A. H., (2016). Military occupations most affected by head/sensory injuries and the potential job impact of those injuries. Military Medicine, 181(8), 887-894.

VanWormer, L. A., Senkbeil, S. K., & Kass, S. J. (2014). Comparison of inter-stimulus intervals on change detection in non-driving and driving scenarios. American Journal of Psychology, 127, 489-500.

Takeuchi, J., Kass, S. J., Schneider, S. K., & VanWormer, L. (2013). Virtual and face-to-face teamwork differences in culturally homogeneous and heterogeneous teams. Journal of Psychological Issues in Organizational Culture, 4(2), 17-33.

Kass, S. J., Beede, K. E., & Vodanovich, S. J. (2010). Self-report measures of distractibility as correlates of simulated driving performance. Accident Analysis and Prevention. 42, 874-880.

Shanmugaratnam, S., Kass, S. J., & Arruda, J. E. (2010). Age differences in cognitive and psychomotor abilities and simulated driving. Accident Analysis and Prevention. 42, 802-808.

Allahyari, T., Saraji, G. N., Adl, J., Hosseini, M., Iravani, M., Younesian, M., & Kass, S. J., (2008). Cognitive failures, driving errors and driving accidents. International Journal of Occupational Safety & Ergonomics, 14, 149-158.

Kass, S. J., Cole, K. S., & Stanny, C. J. (2007). Effects of distraction and experience on situation awareness and simulated driving. Transportation Research Part F: Traffic Psychology and Behaviour, 10, 321-329.

Beede, K. E. & Kass, S. J., (2006). Engrossed in conversation: The impact of cell phones on simulated driving performance. Accident Analysis and Prevention, 38, 415-421.

Vodanovich, S. J., Wallace, J. C., & Kass, S. J., (2005). A confirmatory approach to the factor structure of the Boredom Proneness Scale: Evidence for a two-factor short form. Journal of Personality Assessment, 85, 295-303.

Kass, S. J., Wallace, J. C., & Vodanovich, S. J. (2003). Boredom proneness and sleep disorders as predictors of adult attention deficit. Journal of Attention Disorders, 7, 83-91.

Rotunda, R. J., Kass, S. J., Sutton, M. A., & Leon, D. T. (2003). Internet use and misuse: Preliminary findings from a new assessment instrument. Behavior Modification, 27, 484-504.

Hays-Thomas, R. & Kass, S. J. (2003). Integrating classroom knowledge and application through the Industrial-Organizational psychology internship. Teaching of Psychology, 30, 69-70.

Diamond, D. D., Kass, S. J., Andrasik, F., Raj, A. K., and Rupert, A. H. (2002). Vibrotactile cueing as a master caution system for visual monitoring. Human Factors and Aerospace Safety, 2, 339-354.

Wallace, J. C., Kass, S. J., & Stanny, C. J. (2002). The cognitive failures questionnaire revisited: Dimensions and correlates. Journal of General Psychology, 129, 238-256.

Kass, S. J., Vodanovich, S. J., & Callender, A. (2001). State-trait boredom: Relationship to absenteeism, tenure, and job satisfaction. Journal of Business and Psychology, 16, 317-327.

Kass, S. J., Vodanovich, S. J., Stanny, C. J., & Taylor, T. M. (2001). Watching the clock: Boredom and vigilance performance. Perceptual and Motor Skills, 92, 969-976.

Wallace, J. C., Kass, S. J., & Stanny, C. (2001). Predicting performance in ‘Go’ situations: A new use for the cognitive failures questionnaire. North American Journal of Psychology, 3, 481-490.

Raj, A. K., Kass, S. J., & Perry, J. F. (2000). Vibrotactile displays for improving spatial awareness. Proceedings of the International Ergonomics Association XIV Triennial Congress / 44th Annual Meeting of the Human Factors and Ergonomics Society (1), 181-184.

Kass, S. J., Hughes, S. C., Stanny, C., & Behan, B. (2000). Haptic reports of angle perception: A new twist. Proceedings of the International Ergonomics Association XIV Triennial Congress / 44th Annual Meeting of the Human Factors and Ergonomics Society (6), 120-123.

Kass, S. J., & Ahlers, R. H. (1998). To VE or not to VE? A comparison of two VE technologies for training. Proceedings of the 42nd Annual Meeting of the Human Factors and Ergonomics Society, 1437-1441.

Kass, S. J., Ahlers, R. H., & Dugger, M. (1998). Eliminating gender differences through practice in an applied visual spatial task. Human Performance, 11, 437-449.

Kass, S. J., Herschler, D. A., & Companion, M. A. (1991). Training situational awareness through pattern recognition in a battlefield environment. Military Psychology, 3, 105-112.

Vodanovich, S. J., & Kass, S. J. (1990). A factor analytic study of the boredom proneness scale. Journal of Personality Assessment, 55, 115-123.