Computer-generated Visuals Research Articles

Could Virtual Reality play a role in the rehabilitation after COVID-19 infection?

Post-COVID-19 patients, particularly those who needed high care, are expected to have high needs for physical, psychological and cognitive rehabilitation. Yet, the resources needed to provide rehabilitation treatment are expected...

English

Recent advancements in multimedia systems to integrate text, audio, graphics, and video have created a new interest in using instructional strategies in a multimedia-based learning environment. In this light, this study explores the effect of two types of visualisations (static and animated) and advance organisers (descriptive and question) on EFL learners’ reading comprehension in a multimedia context. To this end, a software program with four computer-based modules was designed to show texts with four instructional formats - texts with static visual embedded descriptive advance organisers, texts with static visual embedded question advance organisers, texts with animation embedded descriptive advance organisers, and texts with animation embedded question advance organisers. Eighty intermediate Iranian EFL learners, who were selected from three language institutes through a placement test, were randomly assigned to one of four computer-based instructional formats: the first group read texts with static visual embedded descriptive advance organisers, the second group had texts with static visual embedded question advance organisers, the third group read texts with animation embedded descriptive advance organisers, and the fourth group had texts with animation embedded question advance organisers. Once the EFL learners interacted with their respective instructional materials, they then took a reading comprehension test . The results revealed that the question type of advance organiser was more effective than the descriptive one; the a nimation type of visualisation was more effective than the static one and embedding animations with question advance organisers improved reading comprehension significantly. The findings imply the integration of advance organisers with computer-generated visuals in multimedia reading programs cue attention of L2 students to salient features conveyed in the reading texts and visuals. Keywords : reading comprehension; advance organisers; visualisation; multimedia; instructional strategies

Effects of Static Visuals and Computer-Generated Animations in Facilitating Immediate and Delayed Achievement in the EFL Classroom

Abstract: The purpose of this experimental study was to compare the effects of using static visuals versus computer-generated animation to enhance learners' comprehension and retention of a content-based lesson in a computer-based learning environment for learning English as a foreign language (EFL). Fifty-eight students from two EFL reading sections were randomly assigned to one of two computer-based instructional modules developed for this study. Once having interacted with their respective instructional materials, students then took four criterion tests both immediately afterward and again four weeks later. The results showed that the animation group outperformed the static visuals group in only one of the four tests, consistent for both the immediate and delayed posttests, indicating comparatively less positive effect from animation use in an EFL context. Key words: animation, content-based instruction, English as a foreign language (EFL), subject matter, visuals Language: English Introduction Technology advances have made it possible for instructional designers to develop multimedia instructional materials that incorporate sound, graphics, and various kinds of visual and special effects. Among these advances, computer-generated visuals, both static and dynamic, are believed to enhance learning from computer-based instruction (CBI) (Alesandrini, 1987). Visualization studies have documented the advantages of using graphics in CBI. According to dual coding theory (Paivio, 1986), graphics are encoded as visual information in the cognitive information processing systems in human beings. Thus, graphics, when designed appropriately, can aid memory by making abstract concepts concrete (Paivio & Csapo, 1973; Pressley, 1976; Rieber & Kini, 1991). When presented along with verbal information, the addition of graphics is believed to enhance information processing and allow information to stay longer in the short-term memory. Under these conditions, graphics make information easier to retrieve after it has been stored in the long-term memory. Static and animated graphics have different characteristics in terms of what they are able to represent. Animated graphics can be used to present motions or movements otherwise imperceptible to the human eye or represent changes in shapes or motions of objects across time by rapidly changing a series of computer screen displays (Caraballo, 1985; Wong, 1994). In a CBI environment, animation is typically used due to its characteristics that facilitate instructional and learning processes. The most powerful and direct application of animation is its use in presenting instructional materials that are dynamic in nature, too abstract to be understood without a concrete example, such as in physics concepts, or typically hidden from view, such as the flow of blood in a human heart (DiSessa, 1982; Dwyer, 1994; Kaiser, Proffitt, & Anderson, 1985; Rieber, 1990a; Rieber & Kini, 1991). Rieber and Kini (1991) have suggested a number of advantages of animation over static graphics. For example, with animated graphics, learners do not need to generate a mental image of the event or action being targeted and, therefore, avoid the risk of creating a false understanding. In addition, animation provides increased capacity to present information regarding a continuity of motion (Wong, 1994). Two assumptions supported by the dual coding theory particularly relate to the effectiveness of using visuals in delivering instructional material. First, information coded both visually and verbally is more likely to be remembered than when each is coded alone. Therefore, dual coding doubles the chance of information being stored, and, as a result, retrieved (Kobayashi, 1986; Rieber, 1996; Sadoski, Goetz, & Fritz, 1993). The second assumption is that visual material is likely to be coded visually and verbally, while verbal material is less likely to be coded visually. …

My personal history in the early explorations of computer graphics

Gary Demos discovered computer graphics while hearing a computer-generated film presentation at CalTech in 1970 by John Whitney Sr. Gary then began working under the direction of Ivan Sutherland in Utah to develop early computer graphics hardware and software. In 1974 Gary and John Whitney Jr. started the “Motion Picture Project” at Information International to produce computer generated simulated scenes for movies (Futureworld, Looker, and Tron) and commercials. These early computer-generated visuals were quite challenging given the level of software and hardware technology available in the 1970’s. In 1981 Gary and John left Information International to form Digital Productions, where they produced effects for the movies Last Starfighter and “2010”, which were both released in 1984. Digital Productions used the Cray XMP computer, together with the Digital Film Printer that they had developed at Information International. Following a hostile takeover by Omibus of Digital Productions in 1986, Whitney/Demos Productions was formed, using a Thinking Machine parallel computer. This paper describes the technical challenges and achievements of this early visual computing.

Using Particulate Drawings to Determine and Improve Students' Conceptions of Pure Substances and Mixtures

Students were interviewed to identify the ways in which they classify particulate drawings as pure substances or heterogeneous or homogeneous mixtures. Those who successfully classified the heterogeneous and homogeneous mixtures used a "randomly mixed" definition. Unsuccessful students were more likely to use a "visual" or "sampling" definition. Some students' difficulties in classifying these drawings can be attributed to their applying macroscopic definitions (such as the visual or sampling definitions) to microscopic drawings. An instructional lesson was developed that incorporated the randomly mixed definition, computer-generated visuals at the microscopic level, and physical samples of these substances at the macroscopic level. It was administered to another set of students. Those who received this instruction were more likely to correctly identify particulate drawings of liquids, pure compounds, heterogeneous mixtures, homogeneous mixtures, elements, and compounds than students who received traditional instruction. As a result of the new lesson, students' interpretations of particulate drawings of pure compounds and heterogeneous and homogeneous mixtures appeared to evolve from the assumption that all mixtures are heterogeneous and that pure compounds are homogeneous mixtures to the correct classifications.

Course materials presentation using video-based technologies: An evaluative study of college student performance and attitudes

A study was conducted in which one group of students was taught for 4 weeks using computer-generated lecture-relevant visual materials (i.e., still color video-displayed graphics) and then for 4 weeks using traditional lecture-relevant visual materials (i.e., blackboard and overhead transparency drawings). During the same time period, a comparable group of students was taught the same material by the same instructor for 4 weeks using traditional lecture-relevant visual materials and then for 4 weeks using computer-generated lecture-relevant visual materials. Students' learning of the course material (i.e., operationalized in terms of examination scores) and their attitudes about the course and instructor were assessed after the first 4-week period (Time 1) and the second 4-week period (Time 2). The pattern of exam score results suggested that student learning was negatively affected from Time 1 to Time 2 for those first having, and then not having, the computer-generated visuals and was positively affected from Time 1 to Time 2 for those first not having, and then having, the computer-generated visuals. Statistical tests performed on the data, however, did not reach acceptable levels of significance. Student attitudes did not parallel the performance data. Implications of the results are discussed.

Influence of Computer-Generated Visuals on Word-Problem Solving

Abstract This study investigated the effects of different visual strategies in the solving of word problems in computer-based lessons. There were three visual treatments, namely, visual-supplied, self-generated, and no-visual. Together with this, students were given two option-control treatments of programme-control where subjects solved ten problems, and learner-control where subjects solved six problems and were then allowed to choose up to ten additional problems. Primary four students (n = 138) from two schools were randomly assigned to treatments in a (3 x 2) factorial design. To complete the experimental task, subjects worked individually at the computer for three sessions, each lasting approximately forty-five minutes. During the lessons, subjects were shown examples and prototype solutions, and solved word problems. A delayed post-test was administered a week later. Using on-task scores as the dependent variable, no visual treatment effect was detected. The self-generated group's post-test mean scores were significantly higher than those of the other two visual groups. Subjects in the learner-control group attempted five more problems than subjects in the programme-control group but the post-test scores were lower in the learner-control group. Results from this study suggest that requiring students to generate their own visuals is an effective strategy for solving word problems. Although students in the learner-control group attempted additional problems, their additional exposure did not result in higher post-test scores.