Development Of Visual Skills Research Articles

VISUAL COMPETENCE DEVELOPMENT OF THE ART PROFILE FUTURE SPECIALISTS IN THE PROCESS OF PROFESSIONAL TRAINING

The article discusses the development of visual competence among professionals in the artistic field. It explains that changes in visual information depend on cultural and historical context, linking social experience with individual visual culture and impacting the requirements for working with visual information. It is emphasised that visual culture is a psychological phenomenon associated with finding meaning in the visual information flow that occurs in space and time. An innovative approach in the field of visual culture involves conceptualizing reality through visual imagery, allowing the visual image to become timeless and open to multiple interpretations. The development of visual culture reflects a dynamic multi-level system, with different stages characterised by varying depth and breadth of mastered visuality in a professional setting. This process is defined by literacy, competence, and culture. The text also clarifies the approach to determining the structure of visual competence in different countries. It outlines the unique characteristics of professional activity and defines visual culture and visual competence for professionals in the artistic field. The continuous need for ongoing visual practice influences the development of visual skills for artistic professionals. The acquisition of visual experience, and the understanding of cultural changes and symbolic content. Valuable methods for developing visual competence among future artistic professionals include the professional creativity of teachers and various artistic practices within and outside the educational institution.

Storytelling in Multiple Modes: Using Student‐Created Book Trailers to Encourage Development of Visualization Skills

Storytelling in Multiple Modes: Using Student‐Created Book Trailers to Encourage Development of Visualization Skills

Role of Sport Vision in Performance: Systematic Review.

Sport Vision is a speciality of multidisciplinary interest aimed at improving the performance of the visual system to achieve benefits in practiced sports, as well as in daily life and in preventive care. The type of training practiced by the athlete, his or her physical condition, cognitive level, and level of fatigue condition affects the speed of the reaction time and, consequently, the speed of motor response. Specific orthoptic exercises, the use of technological devices, the recovery of static and dynamic postural stability by using unstable platforms and the dual-task paradigm can help to achieve the expected results. The aim of this systematic review of Sport Vision was to assess the overall existing literature on Sport Vision, paying particular attention to the effects of visual training and its application in different sports and in rehabilitation and preventive settings. We analysed published English language studies about the role of sport vision in athletic performance from 1950 to 2023. We searched through the Medline database. The PRISMA 2020 checklist was used to assess the transparency and reproducibility of this review. The enrolled papers were evaluated with the Jadad Scale, Amstar 2 Scale and Newcastle-Ottawa Scale. 25 (16 studies, 5 reviews, 2 comments, 1 editorial, 1 descriptive paper) out of 476 studies met the inclusion criteria. Due to the variability in the age of the samples, the different techniques, the treatments among the participants in the studies and the finding of non-evaluable articles, a meta-analysis was not conducted. The limitations of this review are the single database research, the studies analyzed contain a non-statistically representative sample size and the lack of a control group. There is no standardized test to measure performance. It was shown that the development of visual skills can benefit athletes in injury prevention, and can lead to improved sports performance and motor function at any age, acquiring adaptive motor behaviour even when the visual system is impaired, due to task repetition and familiarity of the gesture. We intended to identify a multidisciplinary approach and a manual treatment scheme to optimize the circuitry involved in sport vision in order to increase the results that are achieved, but further studies will be needed to this end.

Vision and sports: An overview

Background: Visual skills and their components are thought to be responsible for much of the manner whereby athletes obtain information about the sporting environment. The field of sports vision deals with the vision care services that are provided to athletes. If visual skills of athletes are not assumed as natural attributes, they should be assessed and be subjected to training according to need. Studies have shown that the visual abilities of the athletes can be divided into software and hardware visual skills, and it is the software visual skills that separate expert athletes from non-experts.Aim: The study aims to collate (1) studies that show the importance of visual skills in sports performance, (2) studies that show that visual skills are trainable and (3) studies that show the effect of training on the visual skills and performance in sports.Method: An extensive search of literature was performed on studies that supported the importance of vision in sports performance. Also included were studies that supported the transfer of improved visual skills to improved performance on the field of play.Results: There is literature that supports the significance of visual skills in sport. There is also literature that attempts to show evidence that improved visual skills can improve performance on the field of play.Conclusion: Sports vision practitioners need to develop standardised testing and training protocols for visual skills. Standard protocols will harmonise the development of visual skills norms.Contribution: Literature has shown the importance of vision in sports performance. Literature has also shown that improved visual skills can improve performance on the field of play. The current paper is an attempt at calling for the development of standardised protocols and norms for sports vision training.

Finding the “Eye” Amid a Pandemic Storm: A Holistic Guide Toward Visual and Autonomic Balance

In March, 2020, the world was confronted with the COVID-19 pandemic and worldwide governmental orders to “shelter in place.” Within days of this externally imposed hardship, threatening plans for gathering in every community, behavioral optometry organized a platform for virtual education which united the vision therapy community in mutual self-education, shared over 55 countries around the globe. The following article is distilled from a 4-part series of lectures presented by the author, Dr. Samantha Slotnick, on “Making Remote Vision Therapy Valuable.” These lectures constitute a guide for acting in a supportive capacity for our patients, with attention to the reciprocal roles of a balanced, open and available visual process, and a balanced autonomic nervous system. It addresses the impact of the sympathetic response on the visual system, and offers guidance to help patients selfmodulate the state of their nervous systems, with both bottom-up and top-down direction. In particular it elucidates the role of the peripheral visual field in both stress modulation and binocular visual skill development. It offers recommendations on conducting optometric assessments through the telehealth interface, as well as providing vision therapy through a video-based portal. Through the hardship the pandemic has created, and the wonder of technology, this isolating experience may in fact serve as an opportunity to hone our single most valuable tool in our practice: Ourselves, and our ability to facilitate change for others.

The impact of using the Open Class model in developing the communication skills and imagination of the fourth grade students in the social and national education curriculum in Jordan: أثر استخدام نموذج الصف المفتوح في تنمية مهارات التواصل والتخيّل لدى طالبات الصف الرابع الأساسي في مقرر التربية الاجتماعية والوطنية في الأردن

The aim of this study was to measure the effect of the use of the open class model in the development of communication skills and imagination among the fourth grade students in the social and national education curriculum in Jordan. The semi-experimental approach of the two groups was used with two pre-test and two tests. The first two tools were developed to measure the development of communication skills and the second to measure the development of visualization skills. Was applied to the sample of the study, which consisted of two randomly selected sections of the fourth grade students at Atekha bint Abd al-Muttalib school in the 2018/2017 academic year. The number of female students in Division (A) included (45) (B) and the number of female students (45) control group. The study found a statistically significant difference between the arithmetical averages of the female students in both groups (experimental and control) on the communication skills development test. Experimental. There was a statistically significant difference between the mean scores of the female students in both groups (experimental and control) on the test of the development of imagination skills, where the experiment obtained a general average (21.78), while the control obtained an average of 21.53). In light of these results, several recommendations have been formulated, the most important of which are the holding of training workshops by educational supervisors to increase attention to teaching models, which contribute to the positive impact in making students the center of the educational process through their active participation in discussion and inquiry and propose solutions and work on using the open class model in teaching education Social, national and other approaches.

Environmental factors that determine visual skill development of under-fives in a developing country.

During the early years of life, children get most of their information by relying on their visual observation. Knowledge of visual skill development and environmental risk factors influencing it provides useful guide for early identification of children who may develop some form of visual impairment. The aim of this study is to describe the visual developmental pattern and determine the environmental risk factors associated with delay in the visual skill area of under-five children. This was a cross-sectional study of 415 preschoolers aged 6-59 months. Visual function and visual comprehension were assessed using the Schedule of Growing Skills II tool (GL Assessment Ltd., London). Delay in the visual skill was defined as a developmental quotient in visual skill area below threshold point of 85%. Data were analyzed using descriptive statistics and logistic regression analysis with adjusted odds ratio (AOR) and 95% confidence interval (CI) (95% CI). Alpha value was set at P < 0.05. Mean age of the children studied was 32.6 ± 15.9 months. The prevalence of delay in visual skill area was 17.1%. The odds of delay in visual skill were higher among children of first birth order (AOR 1.83; 95% CI 1.05-3.30), those who lived in large households (AOR 2.34; 95% CI 1.32-3.14), children whose mothers had secondary level education and below (AOR 2.21; 95% CI 1.31-3.83), and those whose fathers earned ≤$100 per month (AOR 1.75; 95% CI 1.01-3.03). Identification and management of environmental factors negatively affecting visual skill development will help improve on the visual skill area and invariably child development.

Assessing visual skill development in basic design education

Abstract Basic design education focuses on developing an understanding of the building blocks, organization principles and modes of thinking for the visual language, which is in essence a collection of conscious activities that form the foundation of any design process. Even though there are varying teaching methodologies, basic design courses share many common points. One of the underlying reasons of the variations in basic design education is the diversity of student profiles. Consequently, understanding student groups and transforming basic design education accordingly bears importance for effective learning. This research aims to understand the effects of basic design education on different student profiles in the context of visual perception and expression. Accordingly, visual abilities of two groups of basic design students from seven interior design departments were compared. One group (n=138) was admitted with a centralized test and the other group (n=115) was admitted with a visual aptitude exam to their respective programmes. A survey instrument was created for the experiment, based on standardized visual perception tests and other measuring tools developed by researchers. Findings indicated that students admitted through a visual aptitude exam demonstrated higher visual capabilities compared with students admitted through a centralized test. According to the results, suggestions were made for adjusting basic design content to achieve a coherent skill level among different student profiles at course completion.

Construct validation of progress testing to measure knowledge and visual skills in radiology

Background: The Dutch Radiology Progress Test (DRPT) monitors the acquisition of knowledge and visual skills of radiology residents in the Netherlands.Aim: We aimed to evaluate the quality of progress testing in postgraduate radiology training by studying the reliability of the DRPT and finding an indication for its construct validity. We expected that knowledge would increase rapidly in the first years of residency, leveling-off in later years, to allow for the development of visual skills. We hypothesized that scores on the DRPT reflect this pattern.Methods: Internal consistencies were estimated with Cronbach's alpha. Performance increase over program years were tested using one-way analysis of variance.Results: Data were available for 498 residents (2281 test results). Reliabilities were around Cronbach's alpha 0.90. There was a significant difference in the mean test results between the first three years of residency. After the fourth year no significant increase in test scores on knowledge could be measured on eight tests. The same pattern occurred for scores on visual skills. However, visual skills scores tend to increase more sharply than knowledge scores.Conclusion: We found support for the reliability and construct validity of the DRPT. However, assessment on visual skill development needs further exploration.

Razonamiento geométrico y visualización espacial desde el punto de vista ontosemiótico

En el marco de una investigación sobre evaluación y desarrollo de capacidades de visualización y razonamiento espacial, presentamos el análisis de una tarea propuesta a una muestra de 400 estudiantes de magisterio. El análisis se realiza aplicando la noción de configuración de objetos y procesos introducida en el enfoque ontosemiótico del conocimiento y la instrucción matemática, la cual aporta posibilidades analíticas complementarias respecto de otras nociones cognitivas. La identificación de las redes de objetos intervinientes y emergentes en la resolución de la tarea permite formular hipótesis sobre conflictos potenciales de significado de los sujetos y explicar las dificultades en términos de los conocimientos y procesos de interpretación requeridos.

Relationships Between Fine-Motor, Visual-Motor, and Visual Perception Scores and Handwriting Legibility and Speed

ABSTRACTOccupational therapists assess fine motor, visual motor, visual perception, and visual skill development, but knowledge of the relationships between scores on sensorimotor performance measures and handwriting legibility and speed is limited. Ninety-nine students in grades three to six with learning and/or behavior problems completed the Upper-Limb Speed and Dexterity Subtest of the Bruininks–Oseretsky Test of Motor Proficiency, the Beery–Buktenica Developmental Test of Visual-Motor Integration—5th Edition, the Test of Visual Perceptual Skills—Revised, the Visual Skills Appraisal, and a handwriting copying task. Correlations between sensorimotor performance scores and handwriting legibility varied from .07 to .38. Correlations between sensorimotor performance scores and handwriting speed varied from .04 to .42. Stepwise multiple regression analysis indicated that the variance in handwriting explained by these measures was ≤20% for legibility and ≤26% for speed. On the basis of multivariate analysis of variance only scores for the Developmental Test of Visual-Motor Integration differed between students classified as “skilled” and “unskilled” handwriters. The low magnitude of the correlations and variance explained by the sensorimotor performance measures supports the need for occupational therapists to consider additional factors that may impact handwriting of students with learning and/or behavior problems.

A Look Back

Those of us who entered the field of visual impairment and blindness in the 1970s experienced the vision movement--that is, the shift in philosophical focus from saving to sight enhancement. During the first half of the 20th century, children with low vision were encouraged to not use their vision, but to save it. This philosophy was so pervasive that some schools for the blind still have photographic evidence of children with low vision reading braille with cloth over their hands so they could not use their vision to read the dots. In the second half of the century, in contrast, sight enhancement was encouraged, and specific curricula were developed to teach children with low vision how to use their remaining vision. This fundamental change created a host of developments, including the subsequent emphasis on the development of visual skills in children with low vision, introduction of university courses on the topic of low vision, development of an interest group on low vision within our professional organization, growth of entire conferences dedicated to low vision, inclusion of the category of vision therapist for certification, and the increased appearance of manuscripts in the Journal of Visual Impairment & Blindness (JVIB) on the topic of low vision. In this centennial essay, we offer details of the volume of manuscripts published in the 100-year history of JVIB and its predecessors on this single topic, thus illustrating the journal's dedication to the topic of low vision. According to research presented in 2005 by Goodrich and Arditi, in the years 1999 to 2003, JVIB featured more manuscripts on low vision (18%) than any other journal in the field of visual impairment and blindness. (In second place was the American Journal of Ophthalmology, which published 6%.) After poring over 100 years of material for this overview of the literature on low vision, we decided to organize this essay according to the model of the public health continuum of care, which has three phases: prevention, treatment, and rehabilitation and education. We believe this model will not only allow us to capture the broad themes of the literature on low vision, but also reflects our strong philosophical belief that the best low vision service is interdisciplinary. PREVENTION goal of public health practitioners is to prevent disease. Looking through the journal, we found that the information published in the early 1900s provided a fascinating glimpse into the state of health care, specifically eye care, during that time period. For example, two of the leading causes of blindness and visual impairment in the United States in the early 1900s were ophthalmia neonatorum and trachoma. Ophthalmia neonatorum--a form of conjunctivitis caused by untreated venereal disease that is contracted by the unborn infant as he or she traverses the birth canal--was first mentioned in Outlook for the Blind in 1908. second cause, trachoma, was also a type of conjunctivitis. We were somewhat stunned to learn that trachoma was once endemic in North America and Europe. Although trachoma remains the leading cause of blindness in the world today, it is extremely rare in developed countries. However, in 1910 a physician reported on incidences of trachoma in western Pennsylvania to draw attention to its practically ignored ravages among certain classes (Harris, 1910). Dr. Harris wrote: Much has been accomplished by skilled medical and surgical measures, in addition to certain hygienic directions, but we are very far from the desired goal, inasmuch as we have yet failed to discover the exciting cause of the disease or find a remedy that is in a strict sense curative (p. 113). Perhaps in an attempt to raise awareness, the opening of the Autumn 1915 editorial, entitled The Trachoma Problem, was: Why have you given so much space to Trachoma in this issue of the Outlook for the Blind? …

Improving Visualization Skills of Engineering Graphics Students Using Simple JavaScript Web Based Games

AbstractA number of web‐based games were created using simple JavaScript code to teach visualization skills needed for a course in engineering graphics. The games are part of a comprehensive multimedia instructional CD‐ROM/web page that consists of an integrated web site with links to hours of tutorial movies, lecture presentations of class lectures, and a series of interactive web‐based quizzes. The web‐based games provide an interactive graphics based introduction to engineering graphics and a class design project. In addition, several games are devoted to the development of visualization skills in the areas of multiview drawings and pictorials, auxiliary views, the manipulation of objects and coordinate systems in a 3‐D coordinate space, and dimensioning and tolerancing. The games provide an interactive learning experience for students where tutorial animations specific to the students needs are interjected into the games. The feedback based on student input in the games allows the students to learn and apply new concepts simultaneously. The impact of the game pages on student understanding and the development of visualization skills have been positive as evidenced by improved performance on exams and positive feedback on surveys. The overall effectiveness of the instructional CD has also been positive, and this continues to be used and expanded.

High-School Chemistry Students' Performance and Gender Differences in a Computerized Molecular Modeling Learning Environment

Computerized molecular modeling (CMM) contributes to the development of visualization skills via vivid animation of three dimensional representations. Its power to illustrate and explore phenomena in chemistry teaching stems from the convenience and simplicity of building molecules of any size and color in a number of presentation styles. A new CMM-based learning environment for teaching and learning chemistry in Israeli high schools has been designed and implemented. Three tenth grade experimental classes used this discovery CMM approach, while two other classes, who studied the same topic in the customary approach, served as a control group. We investigated the effects of using molecular modeling on students' spatial ability, understanding of new concepts related to geometric and symbolic representations and students' perception of the model concept. Each variable was examined for gender differences. Students of the experimental group performed better than control group students in all three performance aspects. Experimental group students scored higher than the control group students in the achievement test on structure and bonding. Students' spatial ability improved in both groups, but students from the experimental group scored higher. For the average students in the two groups the improvement in all three spatial ability sub-tests —paper folding, card rotation, and cube comparison—was significantly higher for the experimental group. Experimental group students gained better insight into the model concept than the control group and could explain more phenomena with the aid of a variety of models. Hence, CMM helps in particular to improve the examined cognitive aspects of the average student population. In most of the achievement and spatial ability tests no significant differences between the genders were found, but in some aspects of model perception and verbal argumentation differences still exist. Experimental group females improved their model perception more than the control group females in understanding ways to create models and in the role of models as mental structures and prediction tools. Teachers' and students' feedback on the CMM learning environment was found to be positive, as it helped them understand concepts in molecular geometry and bonding. The results of this study suggest that teaching/learning of topics in chemistry that are related to three dimensional structures can be improved by using a discovery approach in a computerized learning environment.

A National Curriculum?

I vividly recall a conversation I had with a former president of NAEA back when I was working on my doctorate degree. I remember my enthusiasm for art curriculum writing and an interest in sharing insights I thought I had discovered that would benefit art programs at all levels, so I talked to him about what I considered a basis for a national curriculum. A knowing smile based on years of experience and involvement came onto his face and in an authoritative, unequivical response, he said can't be done. Art teachers will never use something someone else has written for I followed with an ineffective argument, looking for some encouragement or spark that implied support for movement in the direction of a unified art curriculum. Instead, it was pointed out to me that everyone who had ever been involved in developing an art curriculum had probably thought it should be used by other art teachers and they would be the better for it. I had to admit that we are at times proud and that what I was proposing did smack at being pompous. I laid it aside, but never forgot it. Now I am one of those older, more experienced teachers who has served his ten year term as an officer in NAEA, and I am in a position to smile wisely, though I don't, when a newer art teacher suggests that it would be a good idea for art teachers to speak the same language or asks why art programs from one school don't correlate with art programs from another school. I urge them to pursue such thoughts because I have never changed my mind. I still think a national curriculum is possible. I think the bases of it have always been there, and I believe that there is a way to present it so that most art teachers would personalize it and use it. I am, in my older age, an idealist who has confidence that most art teachers are dedicated and care about teaching students the best they know how. I am also idealistic enough to believe that one of the roles of NAEA is to help them accomplish their teaching goals. It is with these thoughts in mind that I present some ideas to be chewed, digested, or expectorated. Nothing ventured, nothing gained. Numerous publications exist that identify goals and objectives for art education, some quite lengthy, some brief. In summarizing them, I find that there are five areas that almost everyone includes on his list and with an eye toward simplicity, I will present and discuss them. I have never found an art concept that wasn't an extension of one or more of them. Art teachers in general, and art curricula, seem to be involved with: 1) Developing visual perception 2) Developing visual literacy 3) Helping students discover and use their creativity. 4) Teaching students to respond to personal experiences and their environments. 5 ) Refining skills in used art media What follows is a brief explanation of each goal, a performance objective relating to it, and a few of the major concepts involved in teaching each goal. No. 1. Visual Perception The one domain listed above that belongs primarily to art education is the development of visual skills. For years I have heard a variety of educators state that 8007o of all learn-

Training the Eye to See

If Art is to be properly perceived and learning result from it, what is required in teaching is visual attention: the most intensive seeing that the learner is capable of. Hence the materials and techniques employed in teaching should be limited to a few which may be regarded as basic for demonstrating that practice in seeing may be significant for the experience of art. It is the unthinking employment of a continually changing variety of materials and techniques which has too often scattered the attention and thus defeated the essential purpose of instruction in art, which should be the development of understanding and appreciation and the development of visual skills. Actually the whole of art education is predicated on seeing.

Training the Eye to See

If Art is to be properly perceived and learning result from it, what is required in teaching is visual attention: the most intensive seeing that the learner is capable of. Hence the materials and techniques employed in teaching should be limited to a few which may be regarded as basic for demonstrating that practice in seeing may be significant for the experience of art. It is the unthinking employment of a continually changing variety of materials and techniques which has too often scattered the attention and thus defeated the essential purpose of instruction in art, which should be the development of understanding and appreciation and the development of visual skills. Actually the whole of art education is predicated on seeing.