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X-LIC-LOCATION:America/Chicago
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TZOFFSETFROM:-0600
TZOFFSETTO:-0500
TZNAME:CDT
DTSTART:19700308T020000
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DTSTART:19701101T020000
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DTSTAMP:20251016T135136Z
LOCATION:Grand Hall L
DTSTART;TZID=America/Chicago:20251016T163000
DTEND;TZID=America/Chicago:20251016T165000
UID:HFESAM_ASPIRE 2025_sess258_LECT599@linklings.com
SUMMARY:Perceptions of Difficulty in an Automation-Supported Task
DESCRIPTION:Jewel G. Padilla and Colleen E. Patton (North Carolina State U
 niversity)\n\nOperators are increasingly given discretion on when they cho
 ose to engage automated systems, however, these decisions are often subopt
 imal, inhibiting operator performance. Prior work has suggested that this 
 may be a result of improper estimations of task difficulty. Therefore, thi
 s study investigated where perceived task difficulty diverged from objecti
 ve task difficulty (accuracy) and its impact on automation use. In a visua
 l search task, participants were instructed to identify a target object in
  cluttered images. On certain trials, participants had the choice to engag
 e an automated aid. Results indicated that participants were sensitive to 
 differences in difficulty, but they used the automation more often when th
 ey rated the condition as more difficult. With automation present, perform
 ance was equivalent between the easy and difficult conditions, but partici
 pants rated the difficult condition as harder. This may suggest a disconne
 ct between perceived difficulty and objective performance measures. These 
 results highlight the importance of considering both subjective and object
 ive difficulty when designing automated systems, as aligning subjective us
 er perceptions with objective system capabilities and team performance is 
 crucial for optimizing performance and decision-making in complex tasks.\n
 \nTrack: Aerospace Systems, Student Forum\n\nSession Chairs: Vibha Bhatia 
 (Punjab Engineering College (Deemed to be University), Chandigarh, India) 
 and Judi See (Sandia National Laboratories)\n\n
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