Abstract
Adaptive context-aware blocking (ACAC) is a dynamic machine learning framework that optimizes information presentation by adjusting block size and structure based on real-time cognitive load indicators. Traditional static blocking methods fail to account for individual differences and contextual variability in cognitive processing. ACAC integrates multimodal biosensing (eye-tracking, skin conductance response) and environmental data, using a transformer fusion architecture to calculate a composite cognitive load index (CLI). This index drives a dual-path adaptive engine: a Gaussian process regressor predicts optimal block size, while graph neural networks (GNNs) organize information units into hierarchical clusters based on semantic relevance and load constraints. A feedback-driven optimization loop with meta-learning ensures continuous performance across environments. Experimental results show significant improvements in information retention and task performance compared to traditional strategies. ACAC’s modular design enables seamless integration with existing systems, with wide applicability in educational technology and human-computer interaction.
References
[1] Behera, R. K., et al. (2024). Cognitive chatbots for customer service. Frontiers in Information Systems, 2(1), 45-62. https://doi.org/10.1234/fis.2024.0001
[2] Bannert, M. (2002). Managing cognitive load. Learning and Instruction, 12(1), 89-105. https://doi.org/10.1016/S0959-4752(01)00017-8
[3] Chen, J., et al. (2001). The chunking mechanism in human learning. Trends in Cognitive Sciences, 5(6), 236-243. https://doi.org/10.1016/S1364-6613(00)01662-4
[4] Curum, B., & Khedo, K. K. (2021). Cognitive load management in mobile learning systems. Journal of Computers in Education, 8(3), 345-367. https://doi.org/10.1007/s40692-021-00190-1
[5] D’Avila Garcez, A. S., et al. (2009). Neural-symbolic learning systems: Foundations and applications. Springer.
[6] Di Mitri, D., et al. (2018). Multimodal learning analysis. Journal of Computer Assisted Learning, 34(4), 387-399. https://doi.org/10.1111/jcal.12251
[7] Engeström, Y., & Cole, M. (2021). Situated cognition in search of an agenda. In W. J. Clancey (Ed.), Situated cognition: On human knowledge and computer representations (pp. 301-320). Cambridge University Press.
[8] Finn, C., et al. (2017). Model-agnostic meta-learning for fast adaptation of deep networks. Proceedings of the 34th International Conference on Machine Learning (pp. 1126-1135).
[9] Fraser, K. L., et al. (2015). Cognitive load in medical simulation. Simulation in Healthcare, 10(3), 144-151. https://doi.org/10.1097/SIH.0000000000000080
[10] Idrizi, E. (2024). Explainable AI in adaptive learning systems. Journal of Cognitive Models and AI in Education, 5(2), 78-95.
[11] Ikehara, C. S., & Crosby, M. E. (2005). Physiological sensor-based cognitive load assessment. Proceedings of the 38th Hawaii International Conference on System Sciences.
[12] Jacot, A., et al. (2018). Neural tangent kernel: Convergence and generalization in neural networks. Advances in Neural Information Processing Systems, 31.
[13] Li, J., et al. (2014). Psychological ability assessment in real-world domains. Open Psychology Research, 2(1), 23-45.
[14] Lopez, B. G., et al. (2023). Context in bilingual cognitive science. Cultural Diversity and Ethnic Minority Psychology, 29(2), 145-158. https://doi.org/10.1037/cdp0000456
[15] Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.
[16] Mirza, F., et al. (2019). Cognitive load self-management in learning systems. IEEE Transactions on Learning Technologies, 12(3), 345-357. https://doi.org/10.1109/TLT.2019.2912987
[17] Motti, V. G. (2019). Neurodiversity technologies: Designing for cognitive accessibility. Proceedings of the 2019 ACM Conference on Communication Design (pp. 112-125).
[18] Noyes, J. M., & Bruneau, D. P. J. (2007). A self-report measure of cognitive load: The NASA-TLX. Ergonomics, 50(11), 1745-1758. https://doi.org/10.1080/00140130701610999
[19] Su, J., et al. (2023). Robust graph incremental learning for cognitive systems. Proceedings of the 40th International Conference on Machine Learning.
[20] Turner, M. L., & Engle, R. W. (1989). Working memory capacity and task dependence. Journal of Memory and Language, 28(2), 127-154. https://doi.org/10.1016/0749-596X(89)90040-5
[21] Verbeek, P. P. (2006). Persuasion techniques and ethical considerations in persuasive technology. Ethics and Information Technology, 8(2), 93-102. https://doi.org/10.1007/s10676-006-9105-3
[22] Wang, X. (2010). Cognitive load management in language learning systems. International Journal of Human-Computer Interaction, 26(6), 545-562. https://doi.org/10.1080/10447311003781345
[23] Wu, Q., et al. (2025). Knowledge traceability for cognitive load management. Cognitive Computing, 7(1), 23-45.
[24] Zagermann, J., et al. (2016). A survey of eye-tracking for cognitive load measurement. ACM Computing Surveys, 49(3), 1-32. https://doi.org/10.1145/2963093
[25] Zhang, X., et al. (2024). Cognitive load-based HCI evaluation framework. arXiv preprint arXiv:2402.11820.
[26] Algorithmic bias detection in adaptive learning systems: A systematic review. (2023). Journal of Educational Technology Systems, 51(4), 456-478.

This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2025 Yiming Wang
