Visual Learning Research Articles

Teaching and Learning English Literature Through Multimedia

Reading and understanding English literature can be quite challenging for students if English is not their native language. Thus, somehow students do not feel motivated in reading literature because of the high language proficiency the texts require and the length of the teaching materials. The conventional “Chalk and Talk” teaching method is not enough to convey the complexity of English literature effectively. The use of multimedia might be a precious medium in the teaching of literature and to increase students’ motivation to read literary texts. Research indicates that multimedia helps students to understand literature, to focus on the target language but also on its culture, new terminologies, new phraseology and their proper usage. The use of multimedia has many advantages as it is a great facilitator in transmitting knowledge. However, there are many questions about the use of digital tools, some think that they interfere with the teaching process and the student’s concentration, whereas others think that digital media can be effectively integrated into the teaching and learning process. In this paper, we will focus on how the multimedia content helps to vary and enhance the learning process and to lead to a better understanding and memorising. Multimedia elements help learners to be more engaged and active at learning. It makes studying literature more exciting because some students are visual learners and use visual senses in the process of learning. I used tests, observation and questionaries to analyse my research questions.    Received: 10 February 2024 / Accepted: 11 April 2024 / Published: 5 May 2024

Long-term neurological and neurocognitive impairments after tick-borne encephalitis in Lithuania - a prospective study

Background The aim of this study was to characterise long-term neurological and neurocognitive sequelae after tick-borne encephalitis (TBE) in adults. Methods 98 prospective consecutive TBE patients, classified by disease severity, were included. Immediate outcomes were evaluated with Glasgow Outcome Scale (GOS) and Rankin Scale (RS). After 6 and 18 months, long-term disability was evaluated using Modified Rankin Scale (MRS) and neurocognitive assessment was performed with Matrics Consensus Cognitive Battery (MCCB), measuring processing speed, attention/vigilance, working memory, verbal learning, visual learning, reasoning/problem solving and social cognition. The MCCB results were compared to healthy age, gender and education-matched controls. Results Mild, moderate, and severe TBE was diagnosed in 53.1%, 38.8%, and 8.2% of cases, respectively. At discharge, 25.5% of the patients had major or moderate impairments (GOS) and various levels of disability in 34.7% (RS). Up to 18 months from the onset of TBE, over 20% remained with slight to moderate disability (MRS). GOS, RS and MRS scores correlated with disease severity. At 6 months after the onset, TBE patients scored significantly lower than controls in processing speed, verbal, and visual learning. Two latter domains were significantly more impaired in patients with mild TBE. Patients aged 18-39 performed significantly worse in attention/vigilance and working memory, whereas aged 60+ in verbal learning. A year later, significant improvement was observed in six of seven cognitive domains. Conclusions Long-term neurological sequelae persist in a substantial proportion of TBE patients with significant impairment in several cognitive domains, especially in younger patients and even after mild TBE.

The effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education: a pilot randomized controlled trial

BackgroundEffective teaching methods are needed to improve students’ abilities in hand-eye coordination and understanding of cardiac anatomy in echocardiography education. Simulation devices have emerged as innovative teaching tools and exhibited distinctive advantages due to their ability to provide vivid and visual learning experiences. This study aimed to investigate the effect of simulation of sectional human anatomy using ultrasound on students’ learning outcomes and satisfaction in echocardiography education.MethodsThe study included 18 first-year clinical medical students with no prior echocardiography training. After randomization, they underwent a pre-test to assess basic knowledge. Following this, the students were divided into two groups: traditional teaching (traditional group) and simulation of sectional human anatomy using ultrasound (digital group). Each group received 60 min of instruction. Post-tests were assigned to students at two different time points: immediately after the lecture, and one week later (referred to as post-tests 1, and 2). In addition, anonymous questionnaires were distributed to students after class to investigate their satisfaction with teaching.ResultsBoth groups showed significant improvement in their scores on post-test 1 compared to pre-test (traditional group: from 33.1 ± 8.8 to 48.1 ± 13.1, P = 0.034 vs. digital group: from 35.0 ± 6.7 to 58.0 ± 13.2, P = 0.008). However, there were no significant differences between the two groups in several post-test comparisons. Student satisfaction ratings revealed that the digital group experienced significantly greater satisfaction in areas such as subject interest, teaching style, course alignment, and interaction compared to the traditional group. Additionally, 80% of the digital group strongly endorsed the use of simulation of sectional human anatomy using ultrasound for echocardiography teaching, highlighting its effectiveness.ConclusionsSimulation of sectional human anatomy using ultrasound may improve students’ understanding of echocardiography and satisfaction with the course. Our study provides evidence supporting the use of simulation teaching devices in medical education. Further research is needed to explore the long-term impact of this teaching method on students’ learning outcomes and its integration into the medical curriculum.Trial registrationhttp://www.chictr.org.cn (registration number: ChiCTR2300074015, 27/07/2023).

Solving Bongard Problems With a Visual Language and Pragmatic Constraints.

More than 50 years ago, Bongard introduced 100 visual concept learning problems as a challenge for artificial vision systems. These problems are now known as Bongard problems. Although they are well known in cognitive science and artificial intelligence, only very little progress has been made toward building systems that can solve a substantial subset of them. In the system presented here, visual features are extracted through image processing and then translated into a symbolic visual vocabulary. We introduce a formal language that allows representing compositional visual concepts based on this vocabulary. Using this language and Bayesian inference, concepts can be induced from the examples that are provided in each problem. We find a reasonable agreement between the concepts with high posterior probability and the solutions formulated by Bongard himself for a subset of 35 problems. While this approach is far from solving Bongard problems like humans, it does considerably better than previous approaches. We discuss the issues we encountered while developing this system and their continuing relevance for understanding visual cognition. For instance, contrary to other concept learning problems, the examples are not random in Bongard problems; instead they are carefully chosen to ensure that the concept can be induced, and we found it helpful to take the resulting pragmatic constraints intoaccount.

Profile of open-start problem-solving with context Sarangan Lake viewed students' learning styles in junior high school

This study aims to reveal the profile of open-start problem-solving with ethnomathematics regarding student learning styles. This research is a qualitative research study on 3 out of 31 students of Junior High School of 3 Magetan taken by purposive sampling. The three students carried out four stages: understanding the problem, planning problem-solving strategies, implementing problem-solving strategies, and reviewing again. The results of the research show that students with a visual learning style solve problems by understanding problems through writing known and being asked and drawing illustrations, planning problem-solving strategies by making examples, carrying out solving strategies by working on the calculation process; students with an auditory learning style solve problems by understanding problems through writing known and being asked, planning strategies by making problems and formulating formulas used, implementing solutions by doing calculations and reviewing; students with a kinesthetic learning style solve problems by understanding issues through writing known and being asked, making examples and writing the formulas used, carrying out solving strategies by applying the calculation process and reviewing the results obtained. However, of the three styles, the results of the accepted work were not correct because they did not write down the conclusions and were not thorough enough.

On the Monocular 3-D Pose Estimation for Arbitrary Shaped Needle in Dynamic Scenes: An Efficient Visual Learning and Geometry Modeling Approach

On the Monocular 3-D Pose Estimation for Arbitrary Shaped Needle in Dynamic Scenes: An Efficient Visual Learning and Geometry Modeling Approach

Academic Success of Students in Vocational Education in the COVID-19 Era: Learning Style Preferences

This essay examines the various learning styles that students can choose from, depending on their preferences. In the COVID-19 era, lectures have been discontinued in classrooms all across the world, but the teaching and learning process is still possible through online platforms. There are learning types with unique characteristics that like to work alone or in groups, as well as visual, auditory, tactile, and kinesthetic learning styles. While some students will adjust to the lecturers' teaching approach, it can be challenging for lecturers to accommodate each student's unique learning preferences. In order to accommodate various student learning styles, lecturers must create their instructional materials in this manner. This article's goals are to: 1) describe and classify the idea of learning styles; 2) emphasize the significance of determining the research participants' preferred learning styles; and 3) emphasize that if a lecturer's teaching style reflects the preferences of the student's preferred learning style, the student's learning outcomes will be enhanced. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work.

Computer-aided Instruction, Learning Styles and Academic Achievement: Interplay Towards Understanding of Philippine Literature for Grade 7 Students

In the current era of education, the utilization of computer-based materials is widespread and has become more common as years pass by. The researcher aims to determine the effectiveness of teaching literature using computer-based materials as a strategy in teaching Philippine literature to Grade 7 students. This study seeks to compare the level of learning in terms of knowledge and practical skills acquisition and craftsmanship between learners using computer-based instructional materials and those using print- based instructional materials in teaching Philippine Literature. A quasi-experimental design is highly appropriate and considered to be effective for this research because it uses the pre-testing and post-testing of the respondents about the investigation at hand. Findings showed that the students always use visual (spatial) learning styles as they prefer to learn using pictures, images, and spatial understanding. In addition, the results revealed that the pupils’ performance was improved with Computer-Aided Instruction (CAI). In line with this. the participants also showed preference to different methods such as the usage of DVD Video and social networking sites like Facebook for educational purposes. However, the research also uncovered setbacks to the ease of using computer-aided instructions. According to the participants, these difficulties include the availability of hardware and software, lack of funds, computer illiteracy, and attitudes of teachers.

Optimizing Traffic Congestion in Route Planning Using a Simple Path Algorithm

This essay examines the various learning styles that students can choose from, depending on their preferences. In the COVID-19 era, lectures have been discontinued in classrooms all across the world, but the teaching and learning process is still possible through online platforms. There are learning types with unique characteristics that like to work alone or in groups, as well as visual, auditory, tactile, and kinesthetic learning styles. While some students will adjust to the lecturers' teaching approach, it can be challenging for lecturers to accommodate each student's unique learning preferences. In order to accommodate various student learning styles, lecturers must create their instructional materials in this manner. This article's goals are to: 1) describe and classify the idea of learning styles; 2) emphasize the significance of determining the research participants' preferred learning styles; and 3) emphasize that if a lecturer's teaching style reflects the preferences of the student's preferred learning style, the student's learning outcomes will be enhanced. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work. In this study, a survey, a mix of quantitative and qualitative approaches, as well as questionnaires, are used to gather data on the four preferred learning styles. As a consequence, the majority of participants favored the kinesthetic learning strategy in both solo and group work.

Robust Intelligent Malware Detection Using Deep Learning

Abstract: In the modern era of technology, malicious software, or malware, holds a serious security hazard as computer users, businesses, and governments see an uptick in malware attacks. In attempts to identify unknown malware, current malware detection solutions use dynamic as well as static examination of malware signatures and behavior patterns, which takes time and is unsuccessful. Modern malware employs evasive strategies such as metamorphosis and polymorphism to rapidly alter its actions and produce a multitude of variants. Machine learning algorithms (MLAs) are being used more and more to do an efficient malware analysis because new malware is primarily versions of current malware. Extensive feature engineering, feature learning, and feature representation are needed for this. It is likely to fully eliminate the feature engineering stage by utilizing sophisticated MLAs like deep learning. Even though there have been a few fresh investigations in the field, the algorithms' performance is skewed by the training set. It is a prerequisite to reduce bias and figure out these techniques holistically in order to develop new, improved techniques for successful zero-day malware detection. This paper fills a vacuum in the literature by comparing and contrasting deep learning architectures with standard MLAs for malware detection, classification, and categorization using public and private datasets. The public and private dataset’s train and test splits, which were gathered during distinctly different periods, are not connected to one another in the experimental study. Furthermore, we provide a new method of image processing with ideal parameters for deep learning architectures and MLAs. In response to a thorough scientific assessment of these methodologies, deep learning architectures perform more efficiently than traditional MLAs. All in all, our work suggests a scalable and multimodal deep learning system for real-time malware detection through visual means. An improved technique for successful zero-day malware detection is the visualization and deep learning architectures for static, dynamic, and image processing based blended methods in a big data environment.

Implementing Discovery Learning Model using Virtual Laboratory: An Insight to Differentiation Learning Strategies

Students have unique and diverse characteristics. One of the strategies used to facilitate student diversity is through differentiation learning. The research aims to explain the findings or problems of case studies in learning Physics at SMAN 8 Yogyakarta and explain the differentiated learning to solve these problems. The research approach used is qualitative with the case study method. Data collection techniques use non-test techniques using documentation and observation. Based on the results, differentiated learning can facilitate the needs of students who have diverse learning modalities, including students with visual and kinesthetic learning modalities. The implementation of discovery learning using virtual laboratories assisted by PhET Colorado can be an alternative learning model in teaching Physics. Future research can measure students' knowledge, attitudes or skills in applying differentiated learning and combining it with other learning models

ANALISIS KESALAHAN KONSEP BERDASARKAN GAYA BELAJAR PADA MATERI OPERASI BENTUK ALJABAR

This research was motivated by conceptual errors based on the learning styles of class VII students at SMP Negeri 3 Huruna when completing algebraic operations. This research aims to describe students' conceptual errors based on learning styles in solving algebraic operations problems. This type of research is qualitative research with a descriptive approach. The informants in this research were 25 class VII students of SMP Negeri 3 Huruna. Data were analyzed using data reduction steps, data presentation, and drawing conclusions. The data collection techniques used were questionnaires, tests and interviews. The results of this research from all student answers show that students made 31.6% reading errors, 32% understanding errors, 25.6% transformation errors, 4.8% processing errors and 6% errors in writing the final answer. So it can be concluded that class VII students at SMP Negeri 3 Huruna experienced errors in understanding based on the visual learning style. Through this research, researchers suggest that teachers create a more enjoyable atmosphere for mathematics learning and provide students with the habit of solving mathematical problems using good and correct solution steps.

PENGEMBANGAN VIDEO PEMBELAJARAN MENULIS PUISI UNTUK SISWA KELAS V SEKOLAH DASAR

Media that had been used at the time of learning to write poetry is to wear textbooks and worksheets, although using the environment and even then only in the classroom. The school has actually set up a computer and digital projector; the facility cannot be fully utilized due to the limited ability of the teacher. Armed with the help of video learning process more interesting and meaningful. Besides video media is used as an important learning to cope with students' learning styles, both students who have a visual learning style and learning style audio. Their lessons can be combined with the use of information technology advances. Through the advancement of the teachers can use video. This results in a product development research video for learning to write poetry. The specifications of the products developed by the researchers contains a step -by-step how to write poetryand poetry is equipped with a visualization exercise for the task of writing poetry . Keyword: Video learning, writing poetry

Animations and Food Science: A New and Effective Approach to Communicate Cheese Processing Safety

The communication of food safety principles to actors in the informal sector has traditionally been carried out through formal training or demonstrations with human resources. Using a novel approach, an animation was developed to introduce best practices of cheese processing safety and hygiene to processors in the informal sector. The approach used the social cognitive theory (SCT) by engaging principles of visual learning for low literates by developing animations in motion, cell phone technologies and local languages to bridge communication gaps. Twenty-five cheese processors in Ghana were trained using the developed animation with a learner-paced approach. There were significant insights from the processors regarding cheese processing hygiene. The animation provided insight into acceptable modes of introducing important food processing concepts to low literate processors.

A visual servo reinforcement learning control of uncalibrated manipulators with multi-channel gain decision

A technology based on Kalman filtering method combined with multi-channel gain training reinforcement learning for uncalibrated camera visual servo tasks is proposed in this paper. First, a dynamic system with state variables formed from the elements of the image Jacobian matrix is constructed to describe the mapping relationship between two-dimensional images and three-dimensional poses. Kalman filter is used to estimate the state variables of the constructed system online. Next, the Jacobian matrix estimation and depth determination strategy gradient (DDPG) methods are combined to jointly train multi-channel gains by setting a reasonable segmented reward and punishment mechanism. Through training, a more effective gain decision can be obtained. The robustness of Kalman filtering to interference to a certain extent reduces the precise dependence of reinforcement learning models, thereby achieving higher robustness in intelligent visual servo control. Finally, the effectiveness and advantages of the Kalman-DDPG method have been demonstrated through simulation comparison and six-degree-of-freedom (DOF) uncalibrated manipulator physical experiments.

Using the Somatic, Auditory, Visual, and Intellectual (SAVI) Learning Model for Improving Geometry Ability in Early Childhood

One of the most important areas of mathematics education that must be developed from a young age is geometry. Various studies state that arithmetic, geometry, and measurement are three mathematical disciplines that must be prioritized in early childhood education. This research aims to determine the effect of the Somatic, Auditory, Visual, and Intellectual (SAVI) learning model on the geometric abilities of children aged 5-6 years. This research uses a pre-experimental experimental method with a one-group pretest-posttest design. The sample in this study was 18 children aged 5-6 years old Harapan Bunda Kindergarten Pancung Sol Pesisir Selatan. Data collection was obtained from observation and documentation, then the data was analyzed using paired sample tests. The results obtained in this research are that the SAVI model can improve the geometric abilities of children aged 5-6 years. This is known from the results of the paired sample t-test, which obtained a significance value of 0.000 < 0.05, which means Ho is rejected and Ha is accepted so that children's initial mathematical abilities, geometry, increase through the SAVI learning model. Children may become actively involved in their education with the help of the SAVI learning model, particularly when it comes to teaching them geometric forms. Because the teacher may utilize real items to aid in learning, children can recognize and retain the geometric forms around them as they grow older. Keywords: SAVI learning model, geometry ability, early childhood

Enhancing English Language Review Sessions with Concept Mapping: A Junior Middle School Study

This study delves into the effectiveness of concept mapping as a pedagogical tool in the context of junior middle school English education. It contrasts the traditional review methods commonly employed in the classroom with innovative, visual learning strategies, specifically focusing on the use of concept maps. Through a carefully structured quasi- experimental design, the research was conducted across two parallel classes, enabling a controlled comparison between traditional teaching methodologies and the concept mapping approach. The primary aim was to assess the impact of concept mapping on students' academic performance, particularly in areas such as vocabulary acquisition, grammar understanding, and text comprehension skills. Additionally, the study sought to evaluate how concept mapping influences student engagement and enthusiasm for learning English. The findings from this research are quite revealing, demonstrating that students exposed to concept mapping showed significant improvements not only in their academic performance but also in their overall engagement with the learning material. These improvements were observed across multiple dimensions of language learning, including enhanced vocabulary retention, a deeper understanding of grammatical structures, and improved ability to comprehend and analyze texts. Such outcomes suggest that concept mapping, as a visual learning tool, can play a transformative role in educational practices, especially in the context of language learning. By leveraging the visual and interactive nature of concept maps, educators can create more dynamic and effective review sessions. This approach not only facilitates a deeper understanding of the material but also promotes greater retention of the English language among junior middle school students. The study underscores the potential of integrating visual learning strategies into traditional educational paradigms, offering a compelling case for the adoption of concept mapping as a standard practice in English language teaching and learning.

Novel Electrophysiological Signatures of Learning and Forgetting in Human REM Sleep.

Despite the known behavioral benefits of rapid eye movement (REM) sleep, discrete neural oscillatory events in human scalp electroencephalography (EEG) linked with behavior have not been discovered. This knowledge gap hinders mechanistic understanding of the function of sleep, as well as the development of biophysical models and REM-based causal interventions. We designed a detection algorithm to identify bursts of activity in high-density, scalp EEG within theta (4-8 Hz) and alpha (8-13 Hz) bands during REM sleep. Across 38 nights of sleep, we characterized the burst events (i.e., count, duration, density, peak frequency, amplitude) in healthy, young male and female human participants (38; 21F) and investigated burst activity in relation to sleep-dependent memory tasks: hippocampal-dependent episodic verbal memory and non-hippocampal visual perceptual learning. We found greater burst count during the more REM-intensive second half of the night (p < .05), longer burst duration during the first half of the night (p < .05), but no differences across the night in density or power (p > .05). Moreover, increased alpha burst power was associated with increased overnight forgetting for episodic memory (p < .05). Furthermore, we show that increased REM theta burst activity in retinotopically specific regions was associated with better visual perceptual performance. Our work provides a critical bridge between discrete REM sleep events in human scalp EEG that support cognitive processes, and the identification of similar activity patterns in animals models that allow for further mechanistic characterization.Significance Statement Current understanding of sleep and its role cognitive processes is incomplete due to a lack of discrete electrophysiological events in human rapid eye movement (REM) sleep detectable via scalp EEG. Our work remedies this gap in knowledge by designing an open-source, computational approach to identify electrophysiological alpha and theta burst events in REM sleep. Additionally, we provide evidence that these burst events are functionally important for learning and memory. Defining burst events in human REM will contribute to the development of a comprehensive mechanistic model of how sleep as a whole, and REM specifically, facilitate cognitive processes, and provide a deeper understanding of the fundamental electrophysiological properties of REM sleep that are distinct from non-REM sleep.

Pembangunan Game Edukasi Interaktif Pelajaran Bahasa Jawa Indramayu pada SDN 1 Margadadi

This research aims to improve the abilities of students at Elementary School 1 Margadadi in reading and writing the Javanese language of Indramayu. The process involved conducting observations and data collection, followed by analyzing the existing issues by gathering grade data from Class V for the past 2 years in the subjects of writing and reading in Indramayu Javanese language.. It was found that many students were not achieving the Minimum Competency Criteria. To address this issue, As a solution, an educational game for learning the Indramayu Javanese language was developed. The research methodology consisted of five stages, including problem analysis, game analysis, system design, system implementation and testing, and finally, conclusions and recommendations. This educational game utilizes the Visual, Audio, and Kinesthetic (VAK) learning method within its content. Results from testing the game with 10 student respondents showed that the average time for writing Javanese script was 13.63 seconds, which was faster than manual writing that took 27.03 seconds. The longest time recorded was 16 seconds for the letter "Nyo," as only 7 respondents were able to complete this task. Furthermore, the testing of understanding the Javanese language of Indramayu revealed that the average scores exceeded the Minimum Competency Criteria, with an average score of 84.6% for the normal level in the game and 81.4% for the hard level in the game.

Psychiatric symptoms, associated pharmacological treatments and cognitive function: A population-based study of men

BackgroundPsychiatric symptomatology and medications used in their treatment may be modifiable risk factors associated with cognitive function, although findings from population-based studies spanning the full adult age range are lacking. This study aimed to investigate associations between psychiatric symptomatology, psychotropic medication use and cognitive function in a population-based sample of men. MethodsData for 537 men were drawn from the Geelong Osteoporosis Study. Cognitive function (psychomotor function, attention, working memory and visual learning) was determined using the Cog-State Brief Battery. Current depressive and anxiety symptomatology was determined using the Hospital Anxiety and Depression Scale, and psychotropic medication use was self-reported. Linear regression models were developed to determine associations between psychiatric symptomatology and psychotropic medication use with each cognitive measure. ResultsDepressive symptomatology was associated with lower overall cognitive function (b-0.037 ± 0.010, η2 = 0.025, p < 0.001), psychomotor function (b 0.006 ± 0.002, η2 = 0.028 p < 0.001) and attention (b 0.004 ± 0.001, η2 = 0.021, p < 0.001), whereas psychotropic use was associated with lower overall cognitive function (b − 0.174 ± 0.075, η2 = 0.010, p = 0.021), attention (b 0.017 ± 0.008, η2 = 0.008, p = 0.038 and working memory (b 0.031 ± 0.012, η2 = 0.010, p = 0.010). Anticonvulsant use was associated with lower overall cognitive function (b − 0.723 ± 0.172, η2 = 0.032, p < 0.001), attention (b 0.065 ± 0.018, η2 = 0.029, p < 0.001) and working memory (b 0.088 ± 0.026, η2 = 0.022, p < 0.001). All relationships were found to have a small effect. There were no significant associations between anxiety symptomatology and antidepressant and anxiolytic use with any of the cognitive domains. ConclusionDepressive symptomatology and anticonvulsant use were associated with lower cognitive function. Understanding the underlying mechanisms involved in these relationships can advance knowledge on the heterogeneity in cognitive ageing and aid in prevention initiatives.