Visual Skills Research Articles

Impact of sports vision training on visuomotor skills and shooting performance in elite skeet shooters

IntroductionVision serves as a critical channel for athletes to acquire information during competitions and constitutes a vital component of their competitive ability. Through scientifically designed sports visual training, specific visual skills can be enhanced, thereby assisting athletes in achieving optimal performance in competitive settings. This study aim to explore the visuomotor abilities and shooting performance of skeet shooters through Sports Vision Training (SVT).MethodsTwenty elite skeet shooters were recruited and randomly assigned to an experimental group (EXP, n = 10) and a control group (CON, n = 10). The EXP underwent 6-week of SVT on Senaptec Seneory Station, twice a week, while the CON completed an equivalent workload of target-tracking training.ResultVisuomotor skills testing showed significant improvements in Near- Far Quickness, Perception Span, and Eye-hand Coordination in the EXP (p < 0.05), with no changes in the CON. Comparative post-test results between the two groups showed significant differences in N/F Q, Target Capture, Perception Span, Eye-hand Coordination, and Go/ No Go (p < 0.05). In shooting performance indicators, EXP shooters showed a highly significant improvement in hit accuracy (p < 0.01), with a similar difference compared to the CON. Additionally, they exhibited a highly significant improvement in shotgun-mounting reaction time (p < 0.01). Kinematic indicators of shotgun movement during the firing process for shot 2 showed significant differences in peak velocity (p < 0.01), X-axis (p = 0.033) and Y-axis (p = 0.001) displacement.ConclusionSVT can enhance visuomotor abilities in skeet shooters and has a positive impact on their shooting technique. This is primarily manifested in shorter shotgun-mounting reaction time and improved efficiency in action at shot 2, effectively improving their shooting accuracy.

Comparing conventional and action video game training in visual perceptual learning

Abstract Action video game (AVG) playing has been found to transfer to a variety of laboratory tasks in visual cognition. More recently, it has even been found to transfer to low-level visual "psychophysics tasks. This is unexpected since such low-level tasks have traditionally been found to be largely “immune” to transfer from another task, or even from the same task but a different stimulus attribute, e.g., motion direction. In this study, we set out to directly quantify transfer efficiency from AVG training to motion discrimination. Participants (n = 65) trained for 20 h on either a first-person active shooting video game, or a motion direction discrimination task with random dots. They were tested before, midway, and after training with the same motion task and an orientation discrimination task that had been shown to receive transfer from AVG training, but not from motion training. A subsequent control group (n = 18) was recruited to rule out any test–retest effect, by taking the same tests with the same time intervals, but without training. We found that improvement in motion discrimination performance was comparable between the AVG training and control groups, and less than the motion discrimination training group. We could not replicate the AVG transfer to orientation discrimination, but this was likely due to the fact that our participants were practically at chance for this task at all test points. Our study found no evidence, in either accuracy or reaction time, that AVG training transferred to motion discrimination. Overall, our results suggest that AVG training transferred little to lower-level visual skills, refining understanding of the mechanisms by which AVGs may affect vision. Protocol registration The accepted stage 1 protocol for this study can be found on the Open Science Framework at https://osf.io/zdv9c/?view_only=5b3b0c161dad448d9d1d8b14ce91ab11. The stage 1 protocol for this Registered Report was accepted in principle on 01/12/22. The protocol, as accepted by the journal, can be found at: https://doi.org/10.17605/OSF.IO/ZDV9C

PELATIHAN DESAIN APLIKASI CANVA DALAM MENINGKATKAN SOFTSKILL MAHASISWA STIE INDONESIA JAKARTA DENGAN MEDIA HANDPHONE

Increasing soft skills in students is crucial in facing the digital era. This journal examines the effectiveness of Canva application design training in improving the soft skills of students. This training aims to improve students' graphic design skills, creativity and visual communication skills. The method used is a direct tutorial, where students are guided to understand and operate Canva. Data is collected through overall research and documentation. As a result, students are expected to be able to apply these skills in society and have the potential to open a business, thereby increasing their creativity and independence in the digital era.

An Investigation of the Relationship between Secondary School Students' Visual Literacy Levels and their Attitudes towards Digital Images

Living in a world rich in digital images requires students and educators to have more visual literacy skills. The aim of this study is to examine the attitudes and visual literacy of secondary school students towards digital images on a relational basis. 188 secondary school students from two private schools in Türkiye participated in the study conducted with the comparative relational screening model. ‘Visual Literacy Scale’ and ‘Attitude Towards Digital Images Scale’ were used to collect the research data. Descriptive statistics, Independent T test and Pearson Correlation Coefficient Techniques were used in the analysis of the study data. According to the research findings, the attitudes and visual literacy of the participating secondary school students towards digital images were found to be high. The attitudes and visual literacy of secondary school students towards digital images differ according to the gender variable. Finally, significant and positive relationships were found between the attitudes of secondary school students towards digital images and their visual literacy.

Effectiveness of Paper Folding and GeoGebra on Students’ Geometric Thinking and Visualization

Finding teaching methods that foster students' development of geometric thinking and visualization skills is still a current challenge. This study analyses the effects of the combined use of paper folding and dynamic geometry on high school students’ geometric thinking and visualization skills. A quasi-experimental study pre-test/post-test design was conducted in distance learning in Italy. The instruments employed were van Hiele Geometry Test (VHGT) and the Visual Test (VT) before and after the treatment. The data were analysed using statistical tests according their nature. The results revealed that both groups have improved in the post-tests compared to their respective pre-tests. However, the students in the experimental group achieved better geometric thinking scores and performed better in three out of four sections of the visual test compared to the students in the control group. Thus, the proposed combination of instruments may be suggested in high school to make geometry teaching more effective, even with distance learning.

Implementation of Augmented Reality Teaching and Learning Kit to Enhance Visualization, Motivation and Understanding among TVET Students

Augmented Reality (AR) technology is one of the increasingly preferred choices for educational development of education. This study aims to identify the level of visualization, motivation and understanding by designing and developing an AR application for the topic of Engineering Drawing. This application enhances the user's clarity and comprehension on the types of drawings and the form of the drawing to be presented. The design and development process of this AR application uses the Hannafin and Peck model as a guideline. The research instruments used are expert review forms for product development and questionnaires. The study included a total of 52 students from Sungai Buloh Vocational College, Selangor, as participants. The findings were analysed descriptively using the Statistical Package for the Social Sciences (SPSS) software version 27. The evaluation was conducted on three (3) aspects, namely the level of visualisation, motivation and comprehension of the students, as well as the significance of research to examine the gender differences between the three aspects. The findings of the study revealed that the use of the AR application produced for the three (3) components yielded a favourable outcome with a reliability value of r=0.855, which demonstrates that the instrument possesses a high level of reliability. However, no significant difference was found between the genders of the students that participated in the study. In general, the findings of the study indicate that the implementation of the AR teaching and learning kit has yielded positive outcomes in terms of enhancing students' visualisation skills, motivation levels and comprehension of the Engineering Drawings subject.

Normative Data for Motor Free Visual Perception Test- 4 in Indian Population Between 50-60 Years in Normal Healthy Individuals

Visual perceptual skills are critical for performing various tasks, making them a key focus in Occupational Therapy, particularly across different diagnoses. The Motor-Free Visual Perception Test (MVPT-4) is a standardized tool used to evaluate visual perception independent of motor abilities in individuals aged 4 to 80+. Although MVPT-4 has been widely used across diverse populations, normative data for adults, especially in the Indian population, is limited. This study aims to establish normative data for healthy North Indian adults aged 50-60. A total of 100 individuals (50 males, 50 females) were assessed using MVPT-4. Test scores were recorded, and statistical analysis was performed. Results indicated an average score of 27.2 (SD = 7.31) in females and 29.32 (SD = 7.45) in males. These findings contribute to a deeper understanding of visual perceptual abilities in the Indian population and provide normative data for future research and clinical practice in the region.

A Systematic Literature Review on Visualisation Skills for Understanding Science

Previous and recent research have documented the argument fuelled by credential scholars about visualisation skills in various subjects. However, whether this visualisation skill can fulfil students’ understanding has been debated. Meanwhile, despite its widely used in other subjects, the application of science subjects, particularly for understanding certain topics, is still sparse. This study identifies suitable visualisation skills to be incorporated into a science learning approach. Furthermore, a systematic literature review has been conducted to achieve the objective. This paper shows the rigorous systematic literature review process done on some selected journal articles and papers on visualisation skills. The analysis indicates that, while different subjects apply different visualisation skills, most share similar themes in implementing visualisation skills as proven necessity advocated in the 21st learning. Thus, these finding act as an enhancing tool to propose the development of various topic visualisation approaches.

Mathematical and neuro-mathematical connections activated by a teacher and his student in the geometric problems-solving: A view of networking of theories

The research goal is twofold: to articulate neuro-mathematics with the extended theory of mathematical connections that uses onto-semiotic approach tools and to explore the connections established by a teacher and his student when solving a problem about the volume of two boxes, one of toothpaste and the other of tomato. This research was developed in two stages: the theories were articulated assuming concordances and complementarities, highlighting the notion of connection, and a context of reflection was considered carried out in three phases where the participants were selected, participant observation was carried out in the classroom during solving a problem and then analyzing the data with the new tool to explore mathematical and neuro-mathematical connections. The findings present the mathematical connections established by the teacher and the student of meaning, feature, procedural, different representations (alternate, equivalent, and from a horizontal mathematization view), and part-whole, as well as neuro-mathematical connections of: recognition of terms and symbols; visual perception, spatial skills and motor coordination; association of mathematical concepts and formulas; intermediate calculations and unit conversion; solve operations step by step and understand the process; verification and conclusion, activated in the brain areas linked to each mathematical practice sequentially.

A Study on the Design of Embedded Visual Image Teaching Aids to Assist Young Children's Cognitive and Fine Motor Development.

Visual development in infancy is crucial for establishing neural connections and enhancing the growth of the visual center. Adequate visual stimulation supports cognitive learning, helping children integrate images, colors, and shapes. This research examines the design and use of a visual image teaching aid to guide children in exploring image cognition and developing fine motor skills. This study involved 70 kindergarten teachers who participated in a questionnaire survey about 60 children aged from 5 to 6 years old. The results show that visual graphic aids effectively promoted coordination, control, and the integration of visual and fine motor skills in children. Furthermore, these aids supported the development of spatial and environmental relationships through hands-on activities.

Level of Gamification Instruction in Language, Literacy, and Communication Domains for Kindergarten

This study aimed to assess the level of gamification instruction in language, literacy, and communication domains for kindergarten, in private schools, in a highly urbanized city in Central Philippines during the school year 2023-2024. Data for this descriptive study was collected from 34 kindergarten teachers using a self-made data-gathering instrument that underwent a stringent validity and reliability test with scores of 4.51 and 0.848, respectively. The results reveal that teachers’ level of gamification instruction was generally very high. Subsequent analysis indicated no significant difference in the level of gamification instruction in auditory perception and discrimination, oral language, alphabet knowledge, and study skills when grouped by age, area of concentration, length of service, and number of trainings attended. Meanwhile, a significant difference was observed in auditory perception and discrimination, visual perception discrimination, alphabet knowledge, and study skills when grouped by highest educational attainment. Likewise, there was a significant difference in visual perception and discrimination when grouped by highest educational attainment and length of service. Hence, this study recommends professional development for younger teachers, tailored gamified activities pieces of training, and the creation of a climate conducive to learning in the research environment. Keywords: Gamification Instruction, Language, Literacy, Communication, Kindergarten

Comparative Analysis of Augmented Reality in Engineering Drawing Course: Assessing Spatial Visualization and Cognitive Load with Marker-Based, Markerless, and Web-Based Approaches

This study investigates the integration of augmented reality (AR) into engineering education, with a specific focus on its impact on spatial visualization abilities and the cognitive load in the context of an engineering drawing course. The research employs a structured approach, involving three experimental groups utilizing marker-based (MBAR), markerless (MLAR), and web-based AR (WBAR) applications, in comparison to a control group receiving traditional instruction. The primary objective is to rigorously assess the comparative effectiveness of these instructional approaches in enhancing spatial visualization skills and reducing the cognitive load of undergraduate engineering students. Spatial visualization, a vital cognitive skill for engineering disciplines, is evaluated using the Purdue Spatial Visualization Test: Rotations (PSVT-R) questionnaire. The cognitive load of students is assessed with the help of a questionnaire comprising items related to mental load and effort. This study not only quantifies the impact of AR applications but also highlights subtle differences among the various AR modalities. The findings suggested that the group that used marker-based AR had better improvement in their spatial ability and felt less cognitive load compared to those who utilized markerless AR and web-based AR.

Taking the Next Step in Exploring the Literary Digest 1936 Poll

While many instructors are aware of the Literary Digest 1936 poll as an example of biased sampling methods, this article details potential further explorations for the Digest’s 1924–1936 quadrennial U.S. presidential election polls. Potential activities range from lessons in data acquisition, cleaning, and validation, to basic data literacy and visualization skills, to exploring one or more methods of adjustment to account for bias based on information collected at that time. Students can also compare how those methods would have performed. One option could be to give introductory students a first look at the idea of “sampling adjustment” and how this principle can be used to account for difficulties in modern polling, but the context is rich in other opportunities that can be discussed at various times in the course or in more advanced sampling courses. Supplementary materials for this article are available online.

Relevansi Refleksi Teologi bagi Penguatan Literasi Pendidikan Keagamaan Katolik di Era 5.0

In this digital era, humans are very dependent on technology, especially gadgets that are very popular among various groups. The digital era has provided many conveniences. This article uses a library research method by utilizing articles, journals, books, and internet access as sources. This study aims to use the application to make it easier for users to use applications that can help users to design various types of material online from greeting cards, posters, brochures, infographics to presentation media. application is not complicated because it has provided various sizes to templates for the designs that users want, and can be adapted to the purpose of making designs. The conclusions obtained in this research are that the application is one of the media that can support the learning process visually and train visual literacy skills for users in this digital era.

Pemanfaatan Aplikasi Canva Sebagai Media Pembelajaran Untuk Meningkatkan Hasil Belajar Peserta Didik Dalam Pak Dan Bp Pada Topik Sepuluh Perintah Allah Sebagai Pedoman Hidup di Kelas IV di SD Swasta Santo Nicholas

In this digital era, humans are very dependent on technology, especially gadgets that are very popular among various groups. The digital era has provided many conveniences. This article uses a library research method by utilizing articles, journals, books, and internet access as sources. This study aims to use the Canva application to make it easier for users to use applications that can help users to design various types of material online from greeting cards, posters, brochures, infographics to presentation media. Canva is not complicated because it has provided various sizes to templates for the designs that users want, and can be adapted to the purpose of making designs. The conclusions obtained in this research are that the Canva application is one of the media that can support the learning process visually and train visual literacy skills for users in this digital era.

Pedagogical Principles in Implementing a Data Visualization Project in an Undergraduate Public Health Informatics Course.

The Applied Public Health Informatics Competency Model lists "data analysis, visualization, and reporting" as one of the eight competencies when teaching public health informatics. Thus, public health informatics students need to develop knowledge and skills in visualizing public health data. Unfortunately, there is limited work that discusses pedagogical principles that could guide the implementation of pedagogical activities related to data visualization in public health informatics. This study aimed to introduce, discuss, and reflect on pedagogical principles that were implemented for a data visualization project in an undergraduate public health informatics course. A reflective teaching approach was used to guide the discussion and reflection on how pedagogical principles were implemented for a data visualization project in an undergraduate public health informatics course. The generic implementation framework (i.e., preimplementation, implementation, and postimplementation) was used to organize the discussion of the course's implementation. Four pedagogical principles were implemented as part of a data visualization project in an undergraduate public health informatics course: scaffolding (i.e., outputs built on top of each other), constructivism (i.e., students apply knowledge and work in teams to create a dashboard), critical consciousness (i.e., embedding social determinants of health (SDOH) in their dashboard), and equity and inclusion (i.e., using a free data visualization software that is easy to use for beginners and is used by public health institutions). Postimplementation reflection revealed areas of improvement, such as enhancing group advising, adding more SDOH variables in the dashboard, and plans for scalability. A data visualization project in an undergraduate public health informatics course could benefit from implementing multiple pedagogical principles. Overall, creating dashboards can be a learning tool to enhance data visualization skills among undergraduate public health informatics students. Dashboards can also emphasize the impact of health disparities and inequities in public health by incorporating the principles of SDOH.

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.

The level of skills involved in an observation-based gait analysis.

This study aimed to determine the visual assessment skills during an observation-based gait analysis. Participants (N=40) included 20 physiotherapists (PTs) with>10 years of clinical experience (physiotherapists) and 20 physiotherapy students. Both groups watched a video of the gait of a subject with Guillain-Barré syndrome before and after being provided with information regarding other movements. Further, visual lines were measured using an EMR-8 eye mark recorder, and the results were compared between both groups. The average gaze duration was longer for students than for PTs (F1,79=53.3; p<0.01), whereas PTs gazed more often than the students (F1,79=87.6; p< 0.01). Furthermore, the PTs moved their eyes vertically more often than the students (F1,151=9.1; P< 0.01). We found that being able to discriminate the relative physical relationship of body locations by frequent and rapid vertical gazes could be an indication of the level of skills as an index to express the visual assessment skill in an observation-based gait analysis.

Probing visual literacy skills reveals student conceptions of scale and abstraction with respect to chromosomes.

Molecular biology can be difficult for undergraduate students because course content is often taught using highly-abstract visual representations. Genetic concepts can be depicted with lines, letters, shapes, and symbols, and students need to engage their visual literacy skills to appropriately decipher these abstract representations. We previously found that undergraduate course materials almost always represent chromosomes in abstract forms, such as "X" shapes or straight lines with a dot for the centromere. We hypothesized that students struggle to apply their visual literacy skills to accurately interpret these abstract representations of chromosomes, which may be related to the frequently-documented incomplete or incorrect ideas students have about chromosome structure and function. To explore students' visual literacy related to representations of chromosomes, we conducted 35 semi-structured interviews with students who had taken at least a year of biology courses. We asked them to sketch chromosomes, interpret an abstract representation of chromosomes, and use the abstract representation to answer a question about meiosis. We found that 97% of participants (34 of 35) held conceptual errors related to chromosome structure and function. These conceptual errors were often not evident in participants' verbal definitions of chromosomes and were only revealed in their sketches or explanations of their sketches. We found that participants frequently misinterpreted X-shaped representations of chromosomes, mistook unreplicated homologous chromosomes as separated sister chromatids, and held misconceptions related to the structure and function of centromeres. These findings have implications for how chromosomes are taught in biology courses. We recommend that instructors explicitly discuss the conventions and norms of representing chromosomes as a pathway for increasing students' visual literacy in molecular biology.

Stages of formation of artistic skills of art students

The author's elaboration of the stages of formation of artistic and visual skills of students of higher education institutions in the process of creative activity is disclosed and presented in the article for general consideration. The analysis of scientific, psychological-pedagogical and educational-methodical achievements of scientists was carried out in order to specify the content of the concept of "skill", classification of types and stages of the process of formation of skills. The subject of our research "artistic skills" is presented on the basis of thorough theoretical studies of scientists, the idea of ​​the concept of professional and artistic skills of fine art teachers is expanded, a generalization is made regarding the diversity of their types, to which we include artistic-technical, artistic-methodical, artistic-workshop and artistic - visual skills, which are also divided into their own subspecies. In the process of scientific research, the concept of psychological and pedagogical foundations of "formation of artistic skills" and the "exercise" method of generalizing its types and kinds were considered. A list of effective means of the system of educational tasks for art students of higher educational institutions is proposed for consideration, namely, technical methods and techniques in working with soft materials, such as: method - hatching, extinguishing, mixing colors, etc.; technique - side shading, shading, dry washing, wet brush, pen and others. Based on modern theoretical and scientific developments and conceptual ideas of scientists regarding the procedure of "formation of artistic skills", relying on our own professional experience, we reveal the essence and expediency of each of the six stages: organizational, diagnostic, analytical, systematic, synthetic and automation. In accordance with the presented stages, goals, tasks, methods, ways, rules, advantages and disadvantages of their application in practice are determined. The formation of students' artistic skills is due to the use of a number of appropriate methods: scientifically pedagogical - organizational, communicative, instruction, demonstration, illustration, explanation, master class, research, control, verification, current, forecasting, competition, observation and evaluation; personally developed artistic and technical methods that contribute to the effective and rapid mastering of the specifics of performing new technical actions by students in artistic educational activities - "experimental-diagnostic", "differential-constructive", "constructive division", "constructive combination", "holistic-constructive" ", "variable-interval"