Corey Bohil Project & Teaching History

RESEARCH

Cybersecurity: Network models of SPAM detection by humans

We are developing and testing Bayesian Network models that describe the psychological representation of SPAM and phishing e-mails. Understanding how people classify and make decisions about e-mails based on their observable features is an important step toward addressing security problems due to mistakes made by e-mail and Internet users.

We are exploring a principled "object oriented" approach to theory development, as well as building "influence diagrams" that model the decision process, including utility judgments which appear to moderate willingness to engage in risky behaviors.

Cybersecurity: SPAM feature representation

We are conducting several studies aimed at understanding the underlying psychological representation of SPAM/phishing e-mails. We are applying data reduction techniques such as multi-dimensional scaling as well as multidimensional signal detection analysis. Understanding how people view a potentially dangerous e-mail is the first step in training people to stay safe online.

• Williams, S., Sarno, D., Lewis, J., Shoss, M., Neider, M., & Bohil, C. (under revision). The psychological interaction of spam e-mail features.

• Patel, P., Sarno, D., Lewis, J., Neider, M., & Bohil, C. (submitted). Perceptual representation of phishing e-mails.

• Sarno, D., Lewis, J., Bohil, C., Shoss, M., & Neider, M. (2017). Who are phishers luring?: A demographic analysis of those susceptible to fake emails. In Proceedings of the 2017 Annual Meeting of the Human Factors and Ergonomics Society, Austin, TX, October 9-13, 2017.

Cybersecurity: Behavioral biometrics using cognitive games

I partnered with Southwest Research Institute and Sentier Strategic Resources on this project to develop and test a new behavioral biometric approach to computer user-authentication (as a replacement to username/password authentication). The goal was to base user authentication on regularities in user behavior by presenting challenge "games" using a variety of dialog pop-up windows. Each "cognitive game" reflected a strategy from game theory (e.g., tit-for-tat). This approach was novel in that authentication was not based on machine learning requiring large amounts of data, but rather on relatively short choice sequences that could be used to verify identity.

• Funder: “Active authentication using covert cognitive interrogation games.” DARPA Active Authentication Program. 2012-2014

• Wheeler,J., Varner, D., Carrola, J., Dahlberg, C., Thornton, T., Bohil, C., &Terry, K. (2013). Covert Cognitive Games and User Response Patterns, IT Professional, 15(4), 16-19.doi:10.1109/MITP.2013.58

Mobile neuroimaging (fNIRS): Age effects on rule learning

We use functional near infrared spectroscopy (fNIRS) neuroimaging to answer questions about cortical contributions to classification rule learning. For example, we have been studying age-related differences in cortical activation during the learning of explicit (easy to describe) and implicit (very difficult to describe) rules. The results of this research provide insight into relative age-related decline in separate brain systems. This research has implications for training and technology design that accommodates normal age-related changes in reliance on explicit reasoning and habit-learning systems.

• • Bohil, C., Zlatkin, A., Patel, P., Wismer, A., & Neider, M. (in preparation). Compensatory cortical activation in older adults during category rule learning: An fNIRS study

  • Bohil, C., Patel, P., Zlatkin, A., & Neider, M. (in preparation). Age differences in cortical activation after explicit and implicit category rule learning: An fNIRS study

• Bohil, C., Killingsworth, C., Patel, P., & Neider, M. (in preparation). Age differences in subjective awareness during learning of explicit and implicit category rules

  • Wismer, A.J., Bohil, C.J., & Hill, A.P. (in preparation). A subjective measure of explicit and implicit category rule learning.

  • Hill, A. P., Patel, P., Wismer, A. J., & Bohil, C.J. (in preparation). Awareness of explicit and implicit category rule learning.

Mobile neuroimaging (fNIRS): Clinical cognitive science

We have been using functional near infrared spectroscopy (fNIRS) neuroimaging, in conjunction with cognitive tasks that assess verbal and spatial working memory, visual search, automatic processes and others to understand cognitive and neurophysiological effects of disorders like post-traumatic stress disorder (PTSD) and attention deficit/hyperactivity disorder (ADHD) in kids. fNIRS is a mobile neuroimaging technology that is relatively robust to motion, which makes it ideal for use in operational environments and under conditions where movement is needed. For example, children with ADHD show cognitive performance benefits when they are allowed to move, which is a problem for other brain imaging methods (e.g., fMRI).

• Bohil, C, Bedwell, J., Hill, A., Gramlich, M., Neider, M., Neer, S., & Beidel, D. (under revision). Cortical affective control network response in PTSD patients: an fNIRS study.

• Bedwell, J.S., Bohil, C.J., Neider, M.B., Gramlich, M.A., Neer, S.M., O’Donnell, J.P. & Beidel, D.C. (2018). Neurophysiological response to olfactory stimuli in combat veterans with posttraumatic stress disorder. Journal of Nervous and Mental Disease, 206, 423-428.

• Gramlich, M.A., Neer, S.M., Beidel, D.C., Bohil, C.J., & Bowers, C.A. (2017). A functional near-infrared spectroscopy study of trauma-related auditory and olfactory cues: Posttraumatic stress disorder or combat experience? Journal of Traumatic Stress, 30(6), 656-665.

• Hill, A.P., & Bohil, C.J. (2016). Applications of optical neuroimaging in usability research. Ergonomics in Design, 24(2), 4-9.

• Hill, A., Bohil, C. J., Lewis, J., & Neider, M. (2013). Prefrontal cortex activity during walking while multitasking: An fNIR study. In Proceedings of the 2013 Annual Meeting of the Human Factors and Ergonomics Society, San Diego, CA, Sept-30-Oct 4, 2013.

Cognition: Decision bias in classification

This research examines the influence of relative frequency (base-rate) sensitivity, and the benefits and costs of decision outcomes, on learning of decision rules. For example, medical doctors are faced with making diagnostic judgments (i.e., classification judgments) and must weigh the potential consequences of being right or wrong. Often these decisions are characterized by significant uncertainty, and other sources of information, such as relative frequency of possible diagnoses, can guide decision making. Variables such as base-rate and payoff likely play a significant role in cybersecurity, with Internet and e-mail users constantly having to weight these factors into their decisions about the safeness or legitimacy of online content.

• Wismer, A.J., & Bohil, C.J. (2017). Base-rate sensitivity through implicit learning, PLoS one, 12(6), e0179256.

• Bohil, C.J., & Wismer, A.J., (2015). Implicit learning mediates base rate acquisition in perceptual categorization. Psychonomic Bulletin & Review, 22(2), 586-593.

• Bohil, C.J., Szalma, J.L., & Hancock, P.A. (2015). Psychophysical methods and signal detection: Recent advances in theory. In J.L. Szalma, Scerbo, R., Parasuraman, P.A., Hancock, P.A., & Hoffman, R.R. (Eds). Cambridge Handbook of Applied Perception Research.

• Bohil, C.J., Higgins, N.A., & Keebler, J.R. (2014). Predicting and interpreting identification errors in military vehicle training using multidimensional scaling. Ergonomics, 57(6), 844-855.

Perception: Perception of radiology images

We are using cognitive modeling to understand the perceptual and decisional contributions to interpretation of radiographic images (e.g., mammograms). Understanding these processes could help to mitigate diagnostic classification errors and improve training. It could also contribute to the design of better radiography displays. For example, human perception and decision processes likely interact in different ways depending on the information presented across imaging technologies, such as 2D and 3D X-ray displays and in medical sensor-fusion images that overlay information from multiple sensing technologies.

• Bohil, C.J., & Killingsworth, C.D. (submitted). Breast tissue density influences perceived tumor malignancy in mammograms: A general recognition theory study

• Bohil, C.J., Wismer, A.J., Schiebel, T., & Williams, S.E. (2015). Best-classifier feedback in diagnostic classification training. Journal of Applied Research in Memory and Cognition, 4(4), 368-373.

Game research: Realistic violence and video game player experience

This project looked at the effects of violence-cue realism in video game design. Specifically, our studies examined the effect of realistic blood color, sounds of pain, and player perspective in a violent video game. We measured effects on feelings of presence, arousal and aggression, memory for in-game locations, and also collected several psychophysiological measures (heart rate, skin conductance, facial muscle activity). The results indicated that there could actually be negative memories formed for advertising messages in the context of realistic violence cues.

• Jeong, E.J., Biocca, F.A., & Bohil, C.J. (2012). Sensory realism and mediated aggression in video games. Computers in Human Behavior, 28, 1840-1848.

• Jeong, E.J., Bohil, C.J., & Biocca, F.A. (2011). Brand logo placements in violent games: Effects of violence cues on memory and attitude through arousal and presence. Journal of Advertising, 40(3), 61-75.

  • Jeong, E.J., Biocca, F.A., & Bohil, C.J. (2008). Presence, arousal, and memory in 3D games: Effects of blood color, sound and perspective on gamers' arousal, presence, and memory. Paper presented at 58th Annual ICA Conference, Montreal, Quebec, Canada, May 2008.

• Jeong, E.J., Biocca, F.A., & Bohil, C.J. (2008). Effects of representational realism in 3D violent games. In Proceedings of the PRESENCE 2008 Annual Convention, 11, 191-200.

Game research: Decision modeling of game play

Many of the events that take place during game play are formally equivalent to events studied in a typical cognitive psychology experiment (e.g., repetition of stimulus-response-feedback sequences on a computer screen using keyboard or mouse for input). Psychologists assume that the results they find in their carefully controlled lab environments will scale to the real world. However, many commentators question this assumption. Video games offer a valuable proving ground for testing cognitive theories in complex, but controlled, environments. Understanding cognitive performance during game play holds the potential for creating better environments for learning, communication, and research.

• Bohil, C.J & Biocca, F. A.(2010). Cognitive modeling of video-gameplayer user-experience. In Proceedings of MODSIM World 2009 Conferenceand Expo, 229-233, Virginia Beach, VA.

  • WINNER: Best Paper Award

Virtual reality

With colleagues at MSU, I wrote this review of applications of virtual reality in neuroscience for basic research and for therapeutic applications. Published in 2011 it provided a snapshot of the state of the art in virtual reality technology and emphasized VR's application and potential for use in neuroscience settings. It summarized many prominent findings related to basic neuroscience related to perception and cognition, as well as applications in clinical settings and the use of VR systems customized for research with animals.

The paper has been widely cited (351 citations since Nov 2011; about 50 citations/year; NRN 2011 impact factor ~ 30).

• Bohil, C. J., Alicea, B., & Biocca, F. A. (2011). Virtual reality in neuroscience research and therapy. Nature Reviews Neuroscience,12, 752-762.

• Bohil, C.J., Owen, C.B., Jeong, E.J., Alicea, B., Biocca, F. A. (2009). Virtual reality and presence. In Eadie, William (Ed.) 21st Century Communication: A reference handbook, Sage: Los Angeles, CA.

Augmented reality

During my time at MSU, I contributed to research projects evaluating the use of augmented reality pointing devices to quickly orient attention in 3D space, as well as research exploring the arrangement of virtual objects relative to personal body-space or relative to a fixed room environment. We also developed an early prototype for a mobile AR system with high-resolution spatial tracking for outside use.

In my lab at UCF, we are beginning to explore the potential of mobile augmented reality in conjunction with mobile neuroimaging and eye tracking in the context of real-world behaviors. There are several questions we are exploring, including perceptual aspects of merging real and virtual environments, and viability of mobile AR for training and therapy.

• Biocca, F.A., Owen, C.B., Tang, A., & Bohil, C.J. (2007). Attention issues in spatial information systems: Directing mobile users' visual attention using augmented reality. Journal of Management Information Systems, 33(4), 163-184.

  • Alicea, B., Biocca, F., Bohil, C., Owen, C., & Xiao, F. Targeting and motor learning in augmented reality: Optimal spatial positions for remembering. Paper presented at the 56th Annual ICA Conference, Dresden, Germany, 2006.

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DESIGN

Game: Undercover UXO

*** PRESS COVERAGE ***

Project Description:

This was a student-led game project at MSU designed to let students work in a large group for an external client. Undercover UXO is a game that runs on the One Laptop Per Child Program's XO laptop (i.e., "the $100 laptop"), but with potential to run on other mobile platforms (programmed in Python). The game was designed to teach children in war torn countries to spot and avoid the warning signs of land mines and other unexploded ordnance. This game project started as a student project, but was later funded by a grant from the US Office of Weapons Removal and Abatement, which led to substantial improvements to the game, as well as usability data collection in Cambodia.

Role:

I served as Project Director, helping to manage the relationship between the team and the client, and manage the development schedule. I contributed guidance and design input that helped the team create a game that satisfied the many requirements of our client. I also served as Principal Investigator on the grant-funded portion of this project.

Press:

• LA Times

• Popular Science

• Kotaku

Videos:

• Game overview

• Game playthrough

Conference presentations:

• Bohil, C.J., Biocca, F.A., & Owen, C.B. Stopping landmine injuries: An original health game for the OLPC. Invited talk at Serious Games Summit, Game Developer's Conference, San Francisco, CA, Feb 28-Mar 1, 2011.

• Bohil, C.J., & Jeffery, M.J. Undercover UXO. Poster presented at Meaningful Play Conference, East Lansing, MI, October 2008.

Game: TWO MEN AND A TRUCK

Project Description:

In this student-led game project at MSU, students created a game for the moving company Two Men and a Truck (TMT). TMT wished to have a game for their website that parents could use to teach their children about moving and to reduce their anxiety. The game had to be in keeping with TMT's design standards, promote the company, and embody the company's branding as "Movers Who Care".

Role:

I served as the producer on this project. I facilitated communication between the student team and client stakeholders, managed the production schedule, and contributed guidance and design input that helped the team bring the project to a successful outcome.

Game: Health Communication

Project Description:

During my time at MSU, we developed a large 3D simulation game for the University of Connecticut's Center for Health Communication and Marketing. This CDC-funded project was intended to reach inner-city males between 18 & 25 years of age - a target audience that is difficult to teach about safer-sex practices using more traditional media messaging.

Role:

I served as assistant director on this project. I took part in the decision making process for virtually all design aspects of the game, including navigation, interface, dialog options, and content coverage. I oversaw storyboarding efforts, worked on development of requirements with the writing team and the external client. I managed student labor on programming and graphics, and I contributed to administrative duties such as budget, hiring and staff management.

User Experience & Interface Design (Industry experience)

Before working at MSU, I worked as a usability professional for Perceptive Sciences Corporation in Austin Texas. I worked on research and design projects for the list of clients above (among others)

Duties included:

• • Usability testing

  • Heuristic evaluations

  • Cognitive walkthroughs

  • Contextual inquiry (field observation)

  • Wireframing

  • Iterative interface design based on formative testing

  • Information architecture

  • Study design

  • Statistical analysis

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TEACHING

UCF

Bayesian Data Analysis (PSY7219C)

This course provides students with in depth training in Bayesian Data Analysis. Topics progress from basic probability concepts and Bayes rule to application of Bayesian logic for statistical analysis. Students learn to carry out Bayesian versions of several commonly used statistical tests, and learn how the types of analysis compare to each other.

Computational Cognitive Modeling (PSY7219C)

In this class students learn about modeling by building models, fitting them to data (estimating their parameters), and evaluating models (based on statistical tests). We work our way through several models that are widely cited in cognitive psychology. All modeling is done in Excel. No programming experience is required. This allows us to keep our focus on important concepts rather than idiosyncratic problems associated with programming.

Cognitive Neuroscience (PSB7349)

This class focuses on critically evaluating articles from the cognitive neuroscience literature. In particular, we focus on prominent debates in the literature. By focusing on disagreements between researchers, students gain insight into the process of conducting cognitive neuroscience research in general, as well as the specific details of several prominent findings in cognitive neuroscience.

Physiological Psychology (PSB5005)

This course provides an overview of theory, findings, and methods in the branches of neuroscience pertaining to behavior. The course covers the anatomy and function of the nervous system, the use of psychophysiological recording methods (EEG, EKG, EMG, & GSR), and design of studies exploring the biological bases and indicators of behavior.

Principles of Human Factors Psychology (EXP3250 )

This course provides an overview of the study of human performance in human-machine-environment systems. Topics include human factors psychology in the design of displays and controls, human information processing, and the effects of some environmental variables on human performance.

Cognitive Psychology (EXP3604)

This course provides an overview of theory, findings, and methods in the branch of scientific psychology known as “cognitive” psychology. The course covers current understanding of sensation and perception, attention, short and long-term memory, language understanding and production, knowledge representation, thinking, decision making, problem solving, and the neuroscience underlying these cognitive abilities.

General (intro) Psychology (PSY2012)

This course provides an introductory overview of the diverse range of topics in scientific psychology. Students learn to think about psychology in a scientific way, and learn about brain and body anatomy/physiology involved in psychological experience (memory, learning, perception, attention). We also cover topics like normal and abnormal development, the psychology of social relationships, and therapeutic approaches to treating psychological problems.

MSU

Introduction to Interactive Media Design (TC331)

This course emphasized human aspects of good and bad interaction design, and required students to explore several of these factors by creating small demonstration applications using the Processing language. Topics included human information processing constraints and proclivities, good and bad examples of design, evolution of design, design processes including brainstorming, sketching, etc.

Wireless Networks & Applications (TC462a)

This course was an introduction to technologies and services in the wireless telecommunications industry, including cellular telephony and mobile data applications. Topics included local area networks, personal area networks, cellular network technology, wireless broadband communication standards, cognitive networks, sensor networks, pervasive computing (IoT), infrared vs. RF, wireless network security, and application examples (e.g., retailing, electronic banking). Students completed case studies, SWOT analyses, and exercises related to LAN/PAN setup.

Physiological Computing (TC491)

This course focused on a cutting-edge application in human-computer interaction; the use of real-time measurement of physiological states as input to responsive and adaptive simulations, games and medical applications. The course surveyed major applications and the current state of the art, including use of skin conductance (EDA), muscle (EMG), heart (ECG), and brain (EEG) signals as input for brain-computer interfaces, game control, training adaptive simulations, medical rehabilitation and assistive technology. Students received training in physiological data collection and analysis and developed physiological computing project ideas.

IT Project Management (TC458)

In this course, the Michigan Department of Technology, Management, and Budget (DTMB) partnered with MSU to provide students exposure to the discipline of project management in IT ventures. I oversaw the course and served as a liaison between students and DTMB personnel. Students learned the rationale and fundamentals of IT project management, received real world exposure to various aspects of project management activities and training, and critically evaluated DTMB project management cases based on the Project Management Body of Knowledge (PMBOK) standards.

Collaborative Game Design (TC498)

My role in this course was to oversee and facilitate production of student-led video games for external clients. Relatively large student groups designed and developed games to meet client specifications. The class emphasized client relationship management, requirements analysis, project management, and productive teamwork while producing complete game projects under deadline.

Experimental & Quasi-experimental Design (CAS892)

This week-long graduate-level course covered philosophy of science topics such as causality and generalization, all major experimental and quasi-experimental designs, sampling techniques, potential confounds, and some discussion of appropriate analysis techniques. Students evaluated published research designs from their own areas and proposed and critiqued their own research designs.

Advanced Media Research (TC476)

In this upper division research methods and statistics course, we covered a broad range of techniques for both qualitative and quantitative research. Topics included observational and experimental techniques, basic statistical analyses, sampling, confounds, and other fundamental research topics. Examples focused on mass media research issues. Students learned through weekly homeworks, several exams, and two group research projects with research papers.

Interaction Design for Gaming & Simulation (TC848)

For this class I contributed a series of examples, along with tutorial videos and exercises, in Virtools that demonstrate various topics pertaining to 3D environment creation. Tutorials included topics such as lighting, cameras, use of arrays for file I/O and data management, character animation, and many more. I also led the class through these examples and provided assistance as students replicated and extended these examples.

Teaching/Research/Design tools

I have used the following software in my teaching and research:

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