Graphic Instruction Research Articles

The seductive details in online mathematics learning

The new technologies and multimedia formats have given rise to highly attractive synchronous virtual environments for learning mathematics. However, the cognitive theory of multimedia learning suggests that it is preferable to eliminate seductive information from a multimedia presentation. Nevertheless, it is still unclear whether this effect manifests in ecological situations such as synchronous video conferences. In order to address this gap, two experiments were conducted to examine the effect of instructional, decorative, and seductive images on mathematics learning through synchronous video conferences, for both beginner and advanced students. The first experiment (n = 156) revealed that both materials with instructional graphics and materials without graphics are more efficient (i.e., they generate higher performance with equal mental effort) than materials with seductive graphics. In the second experiment, the moderating role of prior knowledge was analyzed (n = 163), including advanced students in the study. The results suggested that novice students performed better with materials containing instructional and decorative graphics compared to those presenting seductive graphics. However, this disadvantage of learning with seductive graphics disappeared in advanced students. It is concluded that the effectiveness of online mathematics learning depends on the type of graphics used and the level of prior knowledge. These results are discussed from the perspective of cognitive load and multimedia learning, and practical guidelines are provided for teaching and researching online mathematics learning.

Error Correction in Robotic Assembly Planning From Graphical Instruction Manuals

Error Correction in Robotic Assembly Planning From Graphical Instruction Manuals

A telemedical interface for at-home cognitive testing.

The COVID-19 pandemic has limited in-lab cognitive testing. While at-home alternatives exist (testing over the phone), differences in test design and delivery complicate direct comparison of most in-lab and at-home tests. Here we describe the design, infrastructure, and implementation of the California Cognitive Assessment Battery (CCAB), a cognitive test battery and administration system. Using automated remote administration over cellular networks, identical computerized cognitive tests can be administered at-home or in the lab. The CCAB comprises 30+ computerized cognitive tests. Test delivery is automated through text, text-to-speech, and graphical instructions; test scoring is also automated, using automatic speech recognition for verbal responses. The test delivery infrastructure consists of two components: the test kit (MS Surface Pro tablet computer with mouse, headset, and cellular dongle) , and a web-browser application "CCAB Examiner," used by the test administrator to control test delivery, view real-time progress and scores, and monitor/chat with the participant via AV feeds. The system is coordinated by a cloud-based server which also delivers the CCAB Examiner application to any browser. Once connected, the "CCAB Test Station" application and CCAB Examiner communicate over a commercial Communication as a Service (CAAS) provider, which transmits AV streams and a text messaging protocol. CCAB Test Station is designed to isolate control, communications, and testing functions for maximal fault tolerance. For example, test administration continues automatically even if Examiner and Test Station lose connection. Test data is uploaded to the server during sessions and re-synced when the test kit returns. 442 participants underwent three 90-minute CCAB test sessions on successive days (72 total tests per participant). More than 98% of participants finished all three sessions, and >99% of tests were completed. Cellular connection failures occurred occasionally, but >98% resulted only in the loss of A/V feeds for the examiner, while tests continued automatically and examiners were able to monitor real-time performance data. The CCAB permits identical tests to be administered at home or in the laboratory, while cellular-network based remote administration allows for nationwide access for all socioeconomic groups, even for people in remote areas without Wi-Fi, or those with limited technical expertise.

COVID-19 Messaging on Social Media for American Indian and Alaska Native Communities: Thematic Analysis of Audience Reach and Web Behavior.

During the COVID-19 pandemic, tribal and health organizations used social media to rapidly disseminate public health guidance highlighting protective behaviors such as masking and vaccination to mitigate the pandemic's disproportionate burden on American Indian and Alaska Native (AI/AN) communities. Seeking to provide guidance for future communication campaigns prioritizing AI/AN audiences, this study aimed to identify Twitter post characteristics associated with higher performance, measured by audience reach (impressions) and web behavior (engagement rate). We analyzed Twitter posts published by a campaign by the Johns Hopkins Center for Indigenous Health from July 2020 to June 2021. Qualitative analysis was informed by in-depth interviews with members of a Tribal Advisory Board and thematically organized according to the Health Belief Model. A general linearized model was used to analyze associations between Twitter post themes, impressions, and engagement rates. The campaign published 162 Twitter messages, which organically generated 425,834 impressions and 6016 engagements. Iterative analysis of these Twitter posts identified 10 unique themes under theory- and culture-related categories of framing knowledge, cultural messaging, normalizing mitigation strategies, and interactive opportunities, which were corroborated by interviews with Tribal Advisory Board members. Statistical analysis of Twitter impressions and engagement rate by theme demonstrated that posts featuring culturally resonant community role models (P=.02), promoting web-based events (P=.002), and with messaging as part of Twitter Chats (P<.001) were likely to generate higher impressions. In the adjusted analysis controlling for the date of posting, only the promotion of web-based events (P=.003) and Twitter Chat messaging (P=.01) remained significant. Visual, explanatory posts promoting self-efficacy (P=.01; P=.01) and humorous posts (P=.02; P=.01) were the most likely to generate high-engagement rates in both the adjusted and unadjusted analysis. Results from the 1-year Twitter campaign provide lessons to inform organizations designing social media messages to reach and engage AI/AN social media audiences. The use of interactive events, instructional graphics, and Indigenous humor are promising practices to engage community members, potentially opening audiences to receiving important and time-sensitive guidance.

Dynamic Graphical Instructions Result in Improved Attitudes and Decreased Task Completion Time in Human–Robot Co-Working: An Experimental Manufacturing Study

Collaborative robots offer opportunities to increase the sustainability of work and workforces by increasing productivity, quality, and efficiency, whilst removing workers from hazardous, repetitive, and strenuous tasks. They also offer opportunities for increasing accessibility to work, supporting those who may otherwise be disadvantaged through age, ability, gender, or other characteristics. However, to maximise the benefits, employers must overcome negative attitudes toward, and a lack of confidence in, the technology, and must take steps to reduce errors arising from misuse. This study explores how dynamic graphical signage could be employed to address these issues in a manufacturing task. Forty employees from one UK manufacturing company participated in a field experiment to complete a precision pick-and-place task working in conjunction with a collaborative robotic arm. Twenty-one participants completed the task with the support of dynamic graphical signage that provided information about the robot and the activity, while the rest completed the same task with no signage. The presence of the signage improved the completion time of the task as well as reducing negative attitudes towards the robots. Furthermore, participants provided with no signage had worse outcome expectancies as a function of their response time. Our results indicate that the provision of instructional information conveyed through appropriate graphical signage can improve task efficiency and user wellbeing, contributing to greater workforce sustainability. The findings will be of interest for companies introducing collaborative robots as well as those wanting to improve their workforce wellbeing and technology acceptance.

TeachBot: Towards teaching robotics fundamentals for human-robot collaboration at work

The shortage of skilled workers who can use robots is a crucial issue hampering the growth of manufacturing industries. We present a new type of workforce training system, TeachBot, in which a robotic instructor delivers a series of interactive lectures using graphics and physical demonstration of its arm movements. Furthermore, the TeachBot allows learners to physically interact with the robot. This new human-computer interface, integrating oral and graphical instructions with motion demonstration and physical touch, enables to create engaging training materials. Effective learning takes place when the learner simultaneously interacts with an embodiment of new knowledge. We apply this “Learning by Touching” methodology to teach basic concepts, e.g. how a shaft encoder and feedback control work. In a pilot randomized control test with a small number of human subjects, we find suggestive evidence that Learning by Touching enhances learning effectiveness in this robotic context for adult learners. Students whose learning experience included touching the robot as opposed to watching it delivers the lessons showed gains in their ability to integrate knowledge about robotics. The “touching” group showed statistically significant gains in self-efficacy, which is an important antecedent to further learning and successful use of new technologies, as well as gains in knowledge about robotic concepts that trend toward significance.

Project based Engineering Graphics Instruction in a Content and Language Integrated Flipped Classroom

Objectives: To enhance the first-year engineering students’ conceptual understanding of Basic Engineering Graphics. Methods: The mixed research was observational and unpaired; it was done during January 2020, as an interdisciplinary collaborative project between the departments of English and Mechanical Engineering. It involved two English language teachers, two mechanical engineering teachers, and seventy-first year B.Tech students of Dr. MGR Educational and Research Institute, Chennai. A pilot survey helped teachers understand students’ difficulties in learning Engineering Graphics; so different approaches like the bilingual, content and language integrated learning and the project-based content instruction with videos and Flipped learning through mobile assistance were introduced. Students watched videos on isometric projections and drawings in their mobile phones. They checked their understanding of them with the text book reading in peer company. The classrooms were utilised for peer discussions and teachers’ clarifications. Findings: The project as a group activity offered scope for peer interaction that the students were cognitively stimulated for better understanding of isometric projections. A post evaluation of the drawings, presentation by the students and a post interview found the bilingual and Content and Language Integrated Learning approach has stimulated the cognition of the net-generation learners while exploiting their interest in the mobile phones through flipped classroom. The process of learning exemplified the principle of cooperative learning among students and the cooperative work of teachers of different disciplines (i.e.) subject and language teachers. Novelty/Applications: Teaching engineering graphics with the assistance of language teachers and in a flipped classroom was a novel approach. Keywords: Engineering graphics; isometric projections; content and language integrated learning; Flipped learning

The Aneurysm Occlusion Assistant, an AI platform for real time surgical guidance of intracranial aneurysms.

In recent years, endovascular treatment has become the dominant approach to treat intracranial aneurysms (IAs). Despite tremendous improvement in surgical devices and techniques, 10-30% of these surgeries require retreatment. Previously, we developed a method which combines quantitative angiography with data-driven modeling to predict aneurysm occlusion within a fraction of a second. This is the first report on a semi-autonomous system, which can predict the surgical outcome of an IA immediately following device placement, allowing for therapy adjustment. Additionally, we previously reported various algorithms which can segment IAs, extract hemodynamic parameters via angiographic parametric imaging, and perform occlusion predictions. We integrated these features into an Aneurysm Occlusion Assistant (AnOA) utilizing the Kivy library's graphical instructions and unique language properties for interface development, while the machine learning algorithms were entirely developed within Keras, Tensorflow and skLearn. The interface requires pre- and post-device placement angiographic data. The next steps for aneurysm segmentation, angiographic analysis and prediction have been integrated allowing either autonomous or interactive use. The interface allows for segmentation of IAs and cranial vasculature with a dice index of ~0.78 and prediction of aneurysm occlusion at six months with an accuracy 0.84, in 6.88 seconds. This is the first report on the AnOA to guide endovascular treatment of IAs. While this initial report is on a stand-alone platform, the software can be integrated in the angiographic suite allowing direct communication with the angiographic system for a completely autonomous surgical guidance solution.

Utilization of Vision Corridor for Self-evaluation of Vision Among Secondary School Students in Igbo-Ora, Southwest Nigeria

Introduction: Uncorrected refractive errors have been identified as a major cause of visual impairment with a high magnitude in developing countries, due to the paucity of eye care workers. To overcome this, different approaches like screening by non-eye care workers and self-assessment have been explored. This study aims to determine the utilization, reliability, and factors affecting the utilization of vision corridors among secondary school students. Material and Methods: An observational cross-sectional study conducted among students of Lasogba High School, Igbo-Ora, Southwest Nigeria. All the students received training on visual acuity assessment with the 6-meter Snellen’s chart. Thereafter, the chart with graphic instruction “Vision Corridor” was provided with a 4-week exposure period. All students who utilized the vision corridor recorded visual acuity in a register maintained by a community health extension worker. The utilization and factors that may have affected utilization were assessed after the exposure. Data were analyzed with the Statistical Package for Social Science version 15. Results: A total of 373 students completed the study; males accounted for 48.8% and females 51.2%. The mean age of the students was 15.2 (±2.2) years. A total of 151 (40.5%) students utilized the vision corridor and factors associated with utilization included being female, age ≤15 years, and being in a junior class, all of which were statistically significant. Conclusion: A moderate proportion of the students utilized the vision corridor. This approach to refractive error screening appears promising, as self-evaluation may reduce the need for skilled manpower in refractive error screening in secondary school students. Therefore, this may effectively utilize skilled eye care manpower for other eye care services in developing countries where there is a paucity of eye care workers.

Assembly Planning from Illustration Image of Instruction Manual

This paper proposes a robot assembly planning method by automatically reading the graphical instruction manuals design for humans. This method generates an Assembly Task Sequence Graph (ATSG), which is a network structure that defines a series of assembly tasks, including the motions of each object that satisfy the constraints. Based on the proposed method, an ATSG for assembling a chair is generated, and finally the chair assembly task is done by the robot.

Geometric Modeling for Visualization of Technological Processes from a Text Instruction to an Interactive Simulator

The present article examines different forms of presentation of training materials in the visualization of technological processes. As example instruction for measuring the parameters of receiving microwave modules was used. The development of text instruction, graphic instruction, multimedia video (using virtual models of devices developed in specialized software), an interactive multimedia video and an interactive simulator are described. The article describes the stages and features of the development of each type of materials. Screenshots of the practical implementation of each type of instruction are presented. People, depending on the characteristics of the perception of information, are divided into three types: visuals, audials and kinesthetics. Particular attention in this article is paid to the effectiveness of the use of each type of training material for people with a specific type of information perception. The article provides a comparative analysis of training instructions for the duration of development.

Afterthoughts on colonoscopy. Was it that bad?

Colorectal cancer is among the top three most common cancers globally. In order to reduce the health burden, it is important to improve the uptake of colorectal cancer screening by understanding the barriers and facilitators encountered. There are numerous reports in the literature on the views of the general public on cancer screening. However, the experiences of colonoscopy patients are not as well studied. This paper maps their perceptions. Keyword searches for terms such as 'colorectal', 'colonoscopy' and 'qualitative' were conducted on 3 December 2019 in five databases: Medline, Embase, CINAHL, PsycINFO and Web of Science Core Collection. Qualitative articles that quoted colonoscopy-experienced patients with no prior history of colorectal cancer were included for the thematic analysis. The systematic review was then synthesized according to PRISMA guidelines. The major themes were distilled into three categories: pre-procedure, during and post-procedure. The factors identified in the pre-procedure phase include the troublesome bowel preparation, poor quality of information provided and the dynamics within a support network. Perceptions of pain, emotional discomfort and the role of providers mark the experience during the procedure. The receipt of results, opportunities given for discussion and finances relating to colonoscopy are important post-procedure events. Understanding colorectal cancer screening behaviour is fundamental for healthcare providers and authorities to develop system and personal level changes for the improvement of colorectal cancer screening services. The key areas include patient comfort, the use of clearer instructional aids and graphics, establishing good patient rapport, and the availability of individualized options for sedation and the procedure.

A Deep Learning-Based Model for the Automated Assessment of the Activity of a Single Worker.

Nowadays, it is necessary to verify the accuracy of servicing work, undertaken by new employees, within a manufacturing company. A gap in the research has been observed in effective methods to automatically evaluate the work of a newly employed worker. The main purpose of the study is to build a new, deep learning model, in order to automatically assess the activity of the single worker. The proposed approach integrates the methods known as CNN, CNN + SVM, CNN + R-CNN, four new algorithms and a piece of work from a selected company, using this as an own-created dataset, in order to create a solution enabling assessment of the activity of single workers. Data were collected from an operational manufacturing cell without any guided or scripted work. The results reveal that the model developed is able to accurately detect the correctness of the work process. The model’s accuracy mostly exceeds current state-of-the-art methods for detecting work activities in manufacturing. The proposed two-stage approach, firstly, assigning the appropriate graphic instruction to a given employee’s activity using CNN and then using R-CNN to isolate the object from the reference frames, yields 94.01% and 73.15% accuracy of identification, respectively.

THE EFFECT OF GRAPHIC ORGANIZER INSTRUCTION ON STUDENTS’ READING MOTIVATION

The aim of this study is to find out the effect of graphic organizer instruction on the students’ reading motivation. The study was done through quasi-experimental design. The data were collected using Motivation for Reading Questionnaire (MRQ) developed by Wigfield and Guthrie (1997) . The population consisted of 119 students. A cluster sampling technique was used to take them as samples. The samples were divided into two groups; experimental group and control group. Then, the data were analyzed using t-test and paired sample t-test methods to find out whether there was significant difference between the experimental group taught by graphic organizer instruction as the treatment and the control group taught conventionally. The results of the research shows that the significant probabilities were higher than 0.05 (&gt;0.05) ) in both paired sample t-test and independent sample t-test. It meant that there was significant difference on the students’ reading motivation in the pre-questionnaire and in the post-questionnaire of the classes. In sum up, the the application of graphic organizer instruction gives positive effect toward the students’ reading motivation.

&lt;p&gt;Immediate Impact of Dynamic Graphics Instruction on Learners of Varied Levels of Spatial Ability&lt;/p&gt;

Spatial ability is a skill set that has shown to be vital to success in a variety of academic disciplines and professional careers, particularly in engineering- and technology-related fields. Various instructional mediums such as animation, video, and static graphics are utilized by educators as a means to help develop and promote spatial ability. The effort to produce some of these instructional tools can be considerable. The impact of each form of media used can also impact retention and application in learners of varying levels of spatial ability. This study investigated the immediate impact of static graphics, animation, and video on mental rotation abilities of non-engineering university students with varying levels of spatial ability at a midwestern university. Statistical significance was not found between each of the groups, but multiple interactions were observed that posit that a single form media may not be the solution for all learners. Educators should weigh the cognitive task and the abilities of learners prior to selecting the media. Where possible multiple forms of instructional tools should be made available to cater to the classroom.

Overcoming cultural barriers to implementing oral HIV self-testing with high fidelity among Tanzanian youth.

Tanzanian youth have high levels of HIV risk and poor access to HIV-testing. Oral self-implemented testing (Oral-SIT) provides an alternative that reduces barriers to HIV-testing. We examined adaptations to Oral-SIT training components in a randomized experiment to evaluate a "train-the-trainer" strategy for improving comprehension of graphic training materials. Participants (N = 257, age = 14-19 years) were randomly assigned to one of two self-training conditions: graphic instruction book (GIB) or Video-GIB. Outcomes included behavioral performance fidelity, self-reported comprehension, and intentions to seek treatment. Video-GIB participants, relative to GIB-only participants, had higher performance fidelity scores, made fewer performance errors, had better instruction comprehension, and were more likely to intend to seek treatment. Oral-SIT timing errors were significantly more common among GIB-only participants. Graphic training materials in conjunction with a "train-the-trainer" video has significant potential for increasing Oral-SIT's reach by overcoming technological and literacy barriers.

Increasing Cultural Awareness for Effective Global Communication via Graphic Design Practice and Instruction

Increasing Cultural Awareness for Effective Global Communication via Graphic Design Practice and Instruction

Comparative Effectiveness of Instructional Graphics and Classroom Labelling Strategies on Reading Skills of Primary School Pupils

Comparative Effectiveness of Instructional Graphics and Classroom Labelling Strategies on Reading Skills of Primary School Pupils

Graphical Instructions for Procedures Involving Material Flow

Certain tasks, such as cooking and chemistry lab work, involve the transformation, combination, and separation of materials. Because these tasks are concerned with material flow, they can be represented using a type of formal diagram commonly used in chemistry and biology to represent chemical reaction pathways. A unique feature of this notation is its graphical depiction of changes in partonomy—how certain materials combine to form a single product, or how a material is decomposed into multiple products. In the present study, participants performed a series of abstract object transformation tasks in a virtual laboratory according to different instruction formats (text, semi diagram, full diagram). Each participant tested the three formats, each with one of three unique tasks. Differences in viewing time address whether the graphical depiction of partonomic change is advantageous for the user.

Graphical Instructions for Administration and Scoring the Mini-Cog: Results of a Randomized Clinical Trial.

To develop a novel set of graphical Mini-Cog instructions designed to aid clinicians previously untrained on the Mini-Cog in accurate administration and scoring and to determine whether use of these graphical instructions improved the speed and accuracy of deployment of this tool. Randomized clinical trial. Testing was conducted in a simulated environment with a mock patient. Registered nurses working in inpatient or outpatient settings at a large academic medical center who had no prior exposure to or training with the Mini-Cog (N=92). Our primary outcome was the composite proportion of nurses who made errors in administration or scoring of the Mini-Cog. None of the nurses in the graphical instruction group and 28 (61%) in the standardized instructions group (15 (33%) made administration errors, 22 (48%) made scoring errors) made errors. Nurses randomly assigned to the graphical group were able to read (median 36 vs 54 seconds, P<.001), administer (46 vs 62 seconds, P<.001), and score (15 vs 84 seconds, P<.001) the Mini-Cog more quickly than those in the standardized instructions group. Graphical instructions increase the accuracy and speed of test administration in nurses without prior training in Mini-Cog administration. Further research is necessary to confirm these findings and evaluate the use of this method in other healthcare professionals and settings.