A Plethora vs Limited Amount of Information

Whether to include a plethora of information or limit the amount of information available at once depends on memory usage and generating imagery. The best practice is to use a large screen and include as much information as possible as long as it is presented in an organized manner.

The use of a large screen is helpful to prevent associative memory and cognitive workloads in several ways. First, when utilizing a big screen, whether users need to process a large amount of information, like in intensive care units, or have a long list of procedures to follow, like in nuclear power plants, users need to refer to the screen for information and receive new information continuously. Seeing information in its entirety can help users visually understand how a piece of information is relate to another; as Byrd and Caldwell (2011) state, working memory and associative memory compete when using a small screen. When there is a competition for memory load, there is a risk of increasing cognitive load. Additionally, moving back-and-forth between the screen and the primary task further introduces memory load. Therefore, using a large screen can prevent constant searching and remembering details, thereby decreasing cognitive load.

Another advantage of using a large screen is to prevent the use of visual imagery. As Goldsteins (2019) discusses, visual imagery and perception use similar mechanisms, and that imageries are closely related to spatial activities. However, imageries are more “fragile” than real perception, as Goldstein (2019) calls them, suggesting imageries require more effort from both short and long-term memory for recalling, retrieval, and maintaining. Although imagery can be useful, It is also expected that visual imageries take up a significant amount of cognitive workload to create and maintain. Byrd and Caldwell (2011) point out that users must form visual imageries of the information to comprehend when presented with little information. A lack of visual imageries can lead to poor performance, especially when using smaller screen sizes. Considering that there will be multiple users using the same workstation, it is challenging to ensure everyone is a spatial imager, which is more comfortable using imagery than others. So it is best to use a larger screen that does not require operators to form imagery for the information they need.

One disadvantage of a large screen relates to visual acuity. For the same reasons, some experts propose the concern of clutter and distraction. Large screens increase the likelihood of participants being exposed to too much information, perhaps some irrelevant information as well. With a larger screen, users are presented with more information, meaning more stimuli, leading to possibly a higher cognitive workload. Large screens and large amounts of data is a double-edged sword. On one side, a large amount of information can prevent overloading working memory used between traveling time between the screen and the primary task. On the other hand, large amounts of information can ultimately lead to over processing of information, increasing mental workload. Therefore, as Byrd and Caldwell (2011) conclude, it is difficult to determine whether using a larger screen with more information presented will increase or decrease cognitive workload. However, I believe that a larger screen still offers more advantages in alleviating mental load and should be used. One potential solution to an overcrowding screen is to ensure that the information is presented in an organized and intuitive manner. Preferably, each user can customize information presentation according to their habits, eliminating unnecessary mental workload.

References

Byrd, K. S., & Caldwell, B. S. (2011). Increased memory load during task completion when procedures are presented on mobile screens. Behaviour & Information Technology, 30(5), 643–658. https://doi.org/10.1080/0144929x.2010.529944

Goldstein, B. E. (2019). Cognitive Psychology: Connecting Mind, Research, and Everyday Experience (5th ed.). Cengage Learning.