Use Of Visual Representations Research Articles

Time represented in space: Bar better than ring while waiting.

The use of visual representations of time is common in both research and daily life, with progress icons, such as bars and rings, being popular examples. Despite some studies investigating the advantage of different shapes, there has been no consistent result from questionnaires. This study aims to investigate this topic by using an objective temporal reproduction task to compare the potential difference between short and long waiting times, as evidence indicates that the temporal machinery could be different within and beyond 2-3 s. The study also explores the role of the percentage of progress icons. Two groups of participants first experienced a short (3 s) or long (15 s) duration with a dynamic progress icon, which varied by shape (bar vs. ring) and progress percentage (20% vs. 80%). Then they reproduced the duration with a button, seeing a neutral grey square on the screen. The results revealed that the reproduced durations of bars were significantly shorter than those of rings, but only for the long duration condition (15 s). Additionally, a larger progress percentage led to longer reproductions for both 3 s and 15 s. These findings suggest that the spatial configuration is significant when the waiting time is relatively long, supporting the hierarchical model of temporal perception. Overall, this study contributes to both industrial design and our understanding of the cognitive mechanism of temporal perception.

Comparison of the different types of visual representations integrated into the contents of the United States and Turkish middle school life science textbook units

The goal of the study was to compare how visual representations were integrated into the contents of the U.S. and Turkish textbooks used in life science. Data was collected from 6th, 7th, and 8th grade middle school topics common to both countries. Content analysis was used to analyse visual representations in textbooks. The visual representations were coded into five categories representative of the level of integration. Findings of the study revealed that many representations in Turkish textbooks were not designed with enough labels and captions compared to the U.S. one. This limited the function of the images in the textbook. The implications for textbook revisions aimed at improving the use of visual representations in the classrooms are discussed.

Self-Regulated Strategy Development for Algebra Problem Solving

In the era of 21st century learning, many secondary students with learning disabilities continue to struggle with mathematics problem solving. Emerging evidence suggests self-regulated strategy development can be combined with existing evidence-based and promising practices during mathematics instruction. These practices include explicit instruction, metacognition, use of visual representations, ongoing formative assessment and feedback, multiple examples, and self-regulation. We describe the promising and practical potential of SRSD and STAR, a research-based, metacognitive problem-solving strategy, for instruction in algebraic problem-solving. A practical example is provided to illustrate the combination of practices.

How do healthcare providers use national audit data for improvement?

BackgroundSubstantial resources are invested by Health Departments worldwide in introducing National Clinical Audits (NCAs). Yet, there is variable evidence on the NCAs’ effectiveness and little is known on factors underlying the successful use of NCAs to improve local practice. This study will focus on a single NCA (the National Audit of Inpatient Falls -NAIF 2017) to explore: (i) participants’ perspectives on the NCA reports, local feedback characteristics and actions undertaken following the feedback underpinning the effective use of the NCA feedback to improve local practice; (ii) reported changes in local practice following the NCA feedback in England and Wales.MethodsFront-line staff perspectives were gathered through interviews. An inductive qualitative approach was used. Eighteen participants were purposefully sampled from 7 of the 85 participating hospitals in England and Wales. Analysis was guided by constant comparative techniques.ResultsRegarding the NAIF annual report, interviewees valued performance benchmarking with other hospitals, the use of visual representations and the inclusion of case studies and recommendations. Participants stated that feedback should target front-line healthcare professionals, be straightforward and focused, and be delivered through an encouraging and honest discussion. Interviewees highlighted the value of using other relevant data sources alongside NAIF feedback and the importance of continuous data monitoring. Participants reported that engagement of front-line staff in the NAIF and following improvement activities was critical. Leadership, ownership, management support and communication at different organisational levels were perceived as enablers, while staffing level and turnover, and poor quality improvement (QI) skills, were perceived as barriers to improvement. Reported changes in practice included increased awareness and attention to patient safety issues and greater involvement of patients and staff in falls prevention activities.ConclusionsThere is scope to improve the use of NCAs by front-line staff. NCAs should not be seen as isolated interventions but should be fully embedded and integrated into the QI strategic and operational plans of NHS trusts. The use of NCAs could be optimised, but knowledge of them is poor and distributed unevenly across different disciplines. More research is needed to provide guidance on key elements to consider throughout the whole improvement process at different organisational levels.

Research on visualization in probability problem solving

The importance of visual representations in education and mathematics is well known. Probabilities are a domain in mathematics that uses many visual representations since their theory consists of a variety of diagrams and graphs. In the past, many studies have shown that the use of various representations in teaching probabilities can greatly improve learning. Of course, the use of a visual representation or a visual tool when teaching or solving an exercise can have a variety of roles. The present work is based on the ancillary and informative role of the image. The following research examines the extent to which students, by solving a probability problem, have the need to use a visual representation or image. Additionally, the differences in student performance are investigated, given the role of the image in the activity. This knowledge can improve the teaching methods of probabilities and, with their appropriate use, school textbooks. The results show that there are more perspectives but also needs for research on the use of visual representations for the teaching of probabilities. The presence of the image works as a motivating factor for children to solve a problem with a lack of probabilistic knowledge, but the role of the image affects their final performance.

Design and evaluation of a multi-sensory representation of scientific data

IntroductionModern sciences and Astrophysics in particular study objects and phenomena not visible in physical terms, that is they cannot be investigated with the eyes or analogous optical systems. Nevertheless, they make intensive use of visual representations, showing data in a figurative way, using lights, shadows, colors, and shapes familiar to the user and aesthetically pleasant. Besides being inaccessible for Blind and Visually Impaired (BVI) users, such figurative visual representation can lead to misunderstandings about the real nature of the represented object, physically invisible, particularly if the representation code is not declared. In this work we argue that multi-sensory representations clearly arbitrary, i.e., that do not aim to imitate reality, are a valid choice for an effective learning and understanding of astronomical science and for an effective meaning-making process for all. The presence of a cognitively challenging code of representation can make the fruition more conscious and attentive, leading to a deeper understanding of the represented reality, also mirroring the search for relevant information proper of basic research. In an equity perspective, multi-sensory representations also create an effective common ground for inclusion among people with diverse abilities, skills, and learning styles, in the framework of Universal Design for Learning.MethodsIn order to investigate our hypothesis we designed two mono-sensory representation (one only haptic and the other only acoustic) and tested them in individual and group workshops with both sighted and BVI users. We then used our results to guide the design of a multi-sensory representation of non-visible astronomical data including visual, acoustic, and haptic stimuli. We tested this representation as well, in order to refine and propose it to the public.ResultsThe result is the exhibit “Sense the Universe,” to be used for outreach and education. “Sense the Universe” was part of a museum exhibition attended both by sighted and BVI users, where we collected feedback about the final outcome of our work.DiscussionOur findings suggest the validity of multi-sensory representations for a truly and effective engagement in scientific learning, both in terms of intelligibility and persistence of scientific contents and of a more equal access to scientific culture.

Interpolating Peace in the Curriculum: How Peace Education is Feasible Through Art among Malaysian Pre-Schoolers

Children should not be left behind in discussing about peace. In this qualitative study, it discovers the potential use of visual aids for teaching peace values among young children. It aims to explore the use of visual representations, such as pictures and video clips in a study of peace education to develop their understanding of the principles and values of peace. This study employed a qualitative multiple case study approach to investigate twenty children’s artworks (between the age of 5 to 6 years old). They have been selected using purposive sampling method. In-depth semi-structured interviews and field notes were also used to triangulate data extracted from the drawing and successfully portrayed peace elements in their artworks. Later the codes were extracted and organized to find the emerging themes. The focus was to analyze the KEMAS preschoolers’ drawings and their reactions to the drawings and selected video clippings provided in the research framework. Using Feldman’s model of art criticism, each drawing was analyzed using the thematic analysis and interpreted using a network of coding. Some of the themes extracted from their artworks are unity and safety symbols, love and happiness, togetherness and survival, peace, conflict, and tranquility. The findings suggested that pictures and video clippings could be a suitable method for conveying powerful messages, including abstract concepts, such as peace and war to young children. Young children have a dissimilar capability to make sense of their surrounding world and putting it into words unlike adults. The use of pictures and clippings would give a practical advantage in helping researchers gather valuable information about how peace education can be taught to children of young age. The need for further research is deemed essential to extend the link between how children learn about peace values and the use of multiple means to teach peace education effectively to students of various ages.

Professionalisation and the spectacle of nature: Understanding changes in the visual imaginaries of private protected area organisations in Australia

Imaginaries of protected areas as state-based fortresses have been challenged by expansion of the global nature conservation estate on non-government lands, notably in contexts such as Australia where neoliberal reform has been strong. Little is known about the implications of this change for the meanings, purposes and practices of nature conservation. Images are central to public understandings of nature conservation. We thus investigate the visual communication of environmental non-government organisations (ENGOs) involved in private protected areas in Australia, with particular focus on Bush Heritage Australia (BHA). We employ a three-part design encompassing quantitative and qualitative methods to study the visual imaginaries underlying nature conservation in BHA's magazines and the web homepages of it and four other ENGOs over 2004–2020. We find that visual imaginaries changed across time, as ENGOs went through an organisational process of professionalisation comprising three dynamics: legitimising, marketising, and differentiating. An imaginary of dedicated Western volunteer groups protecting scenic wilderness was replaced by the spectacle of uplifting and intimate individual encounters with native nature. Amenable to working within rather than transforming dominant political-economic structures, the new imaginary empowers professional ENGOs and their partners as primary carers of nature. It advertises a mediated access to spectacular nature that promises positive emotions and redemption for environmental wrongs to financial supporters of ENGOs. These findings reveal the role of non-government actors under neoliberal conditions in the use of visual representations to shift the meanings, purposes and practices of nature conservation.

The Role of Visual Representations in Geometry Learning

<p style="text-align: justify;">Visual representations and the process of visualisation have an important role in geometry learning. The optimal use of visual representations in complex multimedia environments has been an important research topic since the end of the last century. For the purpose of the study presented in this paper, we designed a model of learning geometry with the use of digital learning resources like dynamic geometry programmes and applets, which foster visualisation. Students explore geometric concepts through the manipulation of interactive virtual representations. This study aims to explore whether learning of geometry with digital resources is reflected in higher student achievements in solving geometric problems. This study also aims to explore the role of graphical representations (GRs) in solving geometric problems. The results of the survey show a positive impact of the model of teaching on student achievement. In the post-test, students in the experimental group (EG) performed significantly better than students in the control group (CG) in the overall number of points, in solving tasks without GR, in calculating the area and the perimeter of triangles and quadrilaterals than the CG students, in all cases with small size effect. The authors therefore argue for the use of digital technologies and resources in geometry learning, because interactive manipulatives support the transition between representations at the concrete, pictorial and symbolic (abstract) levels and are therefore important for understanding mathematical concepts, as well as for exploring relationships, making precise graphical representations (GRs), formulating and proving assumptions, and applying different problem-solving strategies.</p>

Mathematics Interventions for Adolescents with Mathematics Difficulties: A Meta‐Analysis

AbstractWe quantitatively synthesized findings of quasi‐experimental and randomized control studies of interventions designed to improve the mathematics achievement of secondary school students with mathematics difficulties (MD). We identified 45 studies (49 interventions) published between 1978 and 2020 and classified interventions into five categories: technology‐based interventions (TBI), schema‐based interventions (SBI), use of visual representations, cognitive‐based instruction, and other. We used robust variance estimation (RVE) to address dependency in effect sizes (ESs). The cumulative effect size across 139 outcomes was moderately large (g = 0.52), with a substantial amount of between‐study heterogeneity. A multiple meta‐regression analysis showed several significant moderators of interventions' effectiveness, such as content domain, intervention length, and dependent measure. We discuss limitations and implications for research and classroom practice.

Adaptive support for representational competencies during technology-based problem solving in chemistry

ABSTRACT Background: A key aspect of STEM learning is the use of visual representations for problem solving. To successfully use visuals, students need to make sense of how they show concepts and to fluently perceive domain-relevan information in them. Adding support for sense making and perceptual fluency to problem-solving activities enhances students’ learning of content knowledge. However, students need different types of representational-competency supports, depending on their prior knowledge. This suggests that adaptively assigning students to sense-makingand perceptual-fluency support might be more effective than assigning all students to the same sequence of these supports. Method: We tested this hypothesis in an experiment with 44 undergraduate students in a chemistry course. Students were randomly assigned to a ten-week sequence of problem-solving activities that either provided a fixed sequence of sense-making support and perceptual-fluency support or adaptively assigned these supports based on students’ problem-solving interactions. Findings: Results show that adaptive representational-competency supports reduced students’ confusion and mistakes during problem solving while increasing their learning of content knowledge. Contribution: Our study is the first to show that adaptive support for representational competencies can significantly enhance learning of content knowledge. Given the pervasiveness of visuals, our results may inform general STEM instruction.

Validating visuals: a socio-semiotic instrument for an informed production and use of visual representations

ABSTRACT Visual representations serve a multitude of crucial functions in the creation and dissemination of knowledge and information. They may take many different forms and refer to different phenomena or processes. Making valid decisions how particular visuals should look like presupposes a thorough insight in the nature of the referent or subject of the visual representation, the complex intermediate processes and technologies that are used to produce it, the final form and context of the visual, and the purposes it needs to serve. While often oblivious to its producers and their users or consumers, these insights and practices are firmly grounded in cultural processes of meaning-making, and therefore benefit from a socio-semiotic approach. The proposed socio-semiotic instrument builds upon my earlier taxonomic work in visualization practices. It incorporates many aspects and observations into a practical model that can be used to guide the production of new materials, or as a tool to interrogate the usefulness of existing visual representations for distinct purposes.

The Effect of Risk Representation Using Colors and Symbols in Business Process Models on Operational Risk Management Performance

The operational management of risk and internal controls (RIC) makes increasing use of visual representations to support tasks such as risk assessment and control activity definition. The strengths and weaknesses of different representations are typically assessed by cognitive theories that assume an analytical and an intuitive mode of information processing. Previous research has focused mainly on the analytical risk assessment while intuitive information processing has largely been neglected. We develop a theoretical argument based on dual-process theory, which explains why RIC representational alternatives influence different levels of information processing. We test our hypotheses with the help of an online experiment using accountants and operation managers recruited via MTurk (N = 166). Our results suggest that highlighting risk and controls in business process modeling and notation (BPMN) by using color improves risk understanding, control understanding, and the identification of control improvements, which help reduce the risk in a given process. Furthermore, we do not find evidence that the inclusion of color leads to perception biases. This has implications for information systems research, which has primarily addressed the analytical processing of conceptual models. Our findings extend cognitive research on such models by adding an intuitive processing path that can improve the user’s risk management performance. For practitioners, our findings are particularly relevant because colors can be easily added as a secondary notation element without disguising the factual risk situation in processes.

The multiplicative meaning conveyed by visual representations

Research and practitioner articles advocate the use of visual representations in scaffolding elementary students’ learning of multiplication and division. Prior research suggests students use different strategies when provided with different visualized representations of multiplication and division. However, there is relatively little study examining how children’s multiplicative reasoning corresponds with different representations. The present study collected data from 182 elementary students responding to set, area, and length representations of multiplication/division. Rasch modeling was used to estimate item difficulty statistics to measure differences between visual representations. Results suggest that visual representations differed primarily in how unit was represented and quantified, and not regarding the form of representation (set, area, length).

Comparing international and national science assessment: what we learn about the use of visual representations

Within the research community in science education, there has been a tendency to show limited interest in examining PISA results with reference to the national context of participating countries although this approach can give valuable insight into a country’s students’ achievement. Since the interpretations of PISA results could be based on a thorough analysis of the actual items used in international and national contexts, the main issue addressed in this study is to compare PISA test items with assessment tasks used in the Greek school context. 281 PISA science test items as well as 947 assessment tasks included in science school textbooks and 4,248 science examination test items in Greece, were analysed in regard to the frequency of inclusion, the type and the functional role of visual representations within this assessment tasks. The results demonstrate that while PISA test items use visual material in order to communicate scientific information in everyday life contexts by means of specialised graphs and photographs of familiar entities, schooling does not familiarize Greek students with visual representations widely used in science and embedded in real-life situations.

Using visual representations to realise the concept of “heat”

ABSTRACT Science teachers often use visual images to help students visualise the abstract concepts of science. Yet, they may not support students in making sense of these visual representations, wrongly assuming that the students can intuitively do it on their own. Pre- and in-service teacher professional development programmes also seldom explicitly teach how visual representations can be purposefully selected and utilised to help students comprehend abstract concepts of science. Thus, the aim of this study is to examine how an elementary science teacher made use of visual representations to realise the meaning of the concept of “heat”, and to identify design considerations when using visual representations for concept teaching. Using multimodal analysis, the findings showed how the teacher orchestrated a sequence of ensembles of visual representations which bore conceptual, pedagogical, and epistemological roles in unpacking the concept of “heat” to facilitate his students’ understanding. The findings indicate the importance of teachers developing representation-content-pedagogical competences in order to select representations apt for the targeted content knowledge, the students’ profile, the learning environment, and the nature of the science.

IMPROVING STUDENTS’ READING COMPREHENSION THROUGH KWL (KNOW, WANT TO KNOW, LEARN) STRATEGY

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>This article is a report of a classroom action research that aimed at finding out how KWL strategy could be implemented effectively in improving the </span><span>students’ </span><span>reading comprehension, to what extent KWL strategy could improve </span><span>the students’ reading comprehension, and how the classroom situation was when </span><span>KWL strategy was implemented in the reading class. The classroom action research was conducted in two cycles. Each cycle comprised planning, acting, observing and reflecting. The qualitative data were collected through observations, questionnaires, and interviews while the quantitative data were obtained through tests. Some findings are obtained in this research. The first finding is that KWL strategy could be implemented effectively because of the </span><span>students’ ability to use their prior knowledge </span><span>and activate their critical thinking to predict the text, all of which caused them to have better performance in comprehending the text. An effective way of implementing KWL strategy could be developed and applied due to a) a clear explanation of KWL steps to the students, b) the use of new and familiar topics, c) the use of visual representations of the assigned text, d) the use of group discussions and individual activities, and </span><span>e) the teacher’s guidance during the teaching and learning process. </span><span>The second finding is that </span><span>the strategy could improve the students’ reading comprehension in </span><span>their skills of finding main ideas, explicit information, implicit information, and word references, and understanding word meanings based on the context. The third finding is that the strategy promoted a better classroom situation.</span></p></div></div></div>

Using visual representations in identifying students’ preconceptions in friction

ABSTRACT Background: Understanding students’ preconceptions is an important initial step towards a successful and meaningful learning in physics. This is more relevant and important especially for concepts that are introduced formally as early as preschool including friction. Visual representation maybe often used as an aid to teaching, however, considering that creating visual representations allows students to make connections between experiences and specific concepts, it may be possible to use the same in revealing and diagnosing students’ preconceptions. Purpose: This study attempted to explore the use of visual representations in identifying students’ preconceptions in friction. The preconceptions were categorized and compared to those existing in literature. Sample: Using convenience sampling, a total of sixty-two grade 7 students, aged 12–13, from one school that represent the government schools for the gifted participated in the study. These schools follow a trilingual curriculum framework. Design and methods: Following the qualitative descriptive research design, visual representations produced by students prior to a lesson on friction were analyzed using the four-step approach to semiotic analysis of drawings. For verification and confirmation purposes, interviews were conducted. Thematic analysis was performed to identify and categorize the preconceptions. Results: Results revealed that students often associate friction to human activities such as sliding and rolling objects in flat surfaces and are contextual in nature. There exist limited preconceptions as proven with the non-representation of static friction and non-representation of friction at mesoscopic and microscopic levels. There also exist misconception and inconsistent preconception related to determining the direction of friction among sliding and rolling objects. Conclusion: This study shows that using visual representation paired with interview may be an effective and efficient diagnostic assessment alternative for concepts in friction and most likely to concepts that have similar nature to friction.

Visual representations for communication in geographically distributed new product development projects

This study addresses the role of visual representations in supporting communication between an R&D team and geographically distributed suppliers for a new product development (NPD) project. It specifically focuses on the design and use of visual representations as a feasible way for communication between the distributed actors when they face communication challenges originating from differences in skills in the English language, but also from differences in work experiences. Relying on empirical materials from a Swedish manufacturing company in the mechanical engineering industry, this paper makes the following contributions to the literature. First, it shows that visual representations are effective boundary objects able to support process-oriented and product-oriented communication in distributed NPD projects. Second, it illustrates that visual representations do not necessarily have to follow graphic design principles, but can still be effective if distributed actors share the same project context. Finally, it highlights the need for a dynamic and context-dependent perspective on communication in NPD projects.

Evaluation of Students' Use of Visual Learning Representations in Science Classes: A Case Study from Turkey

The aim of this study was to analyse the kinds and frequency of visual learning representations within 8th grade students’ notebooks for science classes. As part of the research, 93 science notebooks which belonged to students from 13 secondary schools in Kars Province (the east of Turkey) were collected at the end of the academic year in 2018. Document analysis, a qualitative research strategy, has been adopted and content analysis technique was used to analyse the collected documents. The results showed that the visual learning representations recorded on students’ notebooks were notably different from one unit to another and from one school to another. Moreover, it has been observed that students did not make frequent use of visual representations whilst learning the content. Additionally, the visual learning representations in students’ notebooks mostly consisted of the representations used by teachers during classes. These findings suggest that science teachers might have not been successful enough in guiding students to incorporate different visual representations into their learning processes for a better understanding of science subjects.