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Abstract
Metrics seeking to predict financial risk-taking behaviors typically
exhibit limited validity. This is due to the fluid nature of an
individual’s risk taking, and the influence of the mode and
medium, which presents a decision. This paper presents two
experiments that investigate how an existing risk elicitation task’s
predictive capacity may be enhanced through the application of an
interactive model of visual reasoning in a digitized version. In the
first experiment, 60 participants demonstrated their reasoning
process. In the second experiment, 225 participants were randomly
assigned into three groups, with the validated risk elicitation task
compared as a control to interactive digital and non-interactive
digital stimuli with pie charts. The experiments yielded significant
results, highlighting that when participants interact with a graph to
reason their choices, it leads to consistent choices. The findings
have implications for improvement of the risk task's validity and
the deployment of digital interactive assessments beyond
laboratory settings.
exhibit limited validity. This is due to the fluid nature of an
individual’s risk taking, and the influence of the mode and
medium, which presents a decision. This paper presents two
experiments that investigate how an existing risk elicitation task’s
predictive capacity may be enhanced through the application of an
interactive model of visual reasoning in a digitized version. In the
first experiment, 60 participants demonstrated their reasoning
process. In the second experiment, 225 participants were randomly
assigned into three groups, with the validated risk elicitation task
compared as a control to interactive digital and non-interactive
digital stimuli with pie charts. The experiments yielded significant
results, highlighting that when participants interact with a graph to
reason their choices, it leads to consistent choices. The findings
have implications for improvement of the risk task's validity and
the deployment of digital interactive assessments beyond
laboratory settings.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 41st Annual Conference of the Cognitive Science Society |
| Pages | 1662-1668 |
| Number of pages | 7 |
| Publication status | Published - 2019 |
| Event | 41st Annual Conference of the Cognitive Science Society - Palais des Congrès de Montréal , Montreal, Canada Duration: 24 Jul 2019 → 27 Jul 2019 https://cognitivesciencesociety.org/wp-content/uploads/2019/07/cogsci19_proceedings-8July2019-compressed.pdf |
Conference
| Conference | 41st Annual Conference of the Cognitive Science Society |
|---|---|
| Abbreviated title | COGSCI'19 |
| Country/Territory | Canada |
| City | Montreal |
| Period | 24/07/19 → 27/07/19 |
| Internet address |
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Teachers’ experiences of how artificial intelligence impacts teaching and learning
31/08/20 → 30/08/21
Project: Research