Visual Learning Research Articles

Students’ Language Learning Preferences in Taking In and Presenting Information to Others

This study aimed to ascertain the extent to which students prefer to take in and present information to others using the four perceptual learning modalities: visual, auditory, reading and writing, and kinesthetic in learning the English language. The researcher applied the descriptive-correlational design and considered 250 Grade 12 randomly selected respondents. The researcher utilized a validated questionnaire and conducted a dry run with thirty respondents. The Cronbach's Alpha Test revealed that all items were reliable with coefficients greater than 0.70 in all areas. The results of this study revealed that that the students generally have a high preference for auditory, reading and writing, and kinesthetic learning styles, while their preference for visual learning is moderate. In terms of presenting information, students prefer auditory and kinesthetic methods more than visual and reading and writing. Despite these preferences, students' academic performance in English was very satisfactory. Importantly, there was a positive correlation between academic performance and the extent to which students engaged in reading and writing. Conversely, heavy reliance on visual presentations was associated with lower English academic performance. Additionally, students who preferred reading and writing and kinesthetic methods for presenting information tended to perform better academically. These findings highlight the significance of considering diverse learning preferences and presentation methods to enhance students' academic achievements in English.

Identification of English Teaching Effectiveness and Students’ English Proficiency Development in Colleges and Universities Combining Refined Bilinear Attention Networks

Abstract With the current application of artificial intelligence in education, English teaching methods in colleges and universities are developing rapidly. In this paper, we explore the application of the streamlined bilinear attention network to enhance students’ English proficiency and evaluate teaching effectiveness to improve teaching efficiency and improve students’ English proficiency. The study applies the bilinear attention mechanism to effectively process visual information during college English teaching using computerized visual learning methods to improve the accuracy of classroom teaching quality assessment. The methodology includes implementing a bilinear attention mechanism and applying a deformable convolution module to extract more accurate image features and optimize model performance. The model achieves 98.89% accuracy in facial expression recognition on the CK+ dataset, and 88.5% and 78.9% on the RAF-DB and Fer2013 datasets, respectively. Through online emotion evaluation experiments, the model performed well in recognizing emotional activity in teaching videos, which is highly consistent with the manual evaluation results. In analyzing students’ English proficiency development, the model-assisted teaching method can significantly improve students’ listening, grammar, phonetics, and many other abilities, with a mean value of self-evaluation reaching 4.09576 points. It shows the effectiveness of the streamlined bilinear attention network in assessing the teaching effectiveness of English teaching in colleges and universities and improving students’ abilities. Not only does the model accurately identify emotional activity in the classroom, but it also enhances students’ English learning.

Learning Style and Teaching Style as Determining Factors in Academic Performance of Senior High School

This study aimed to investigate the impact of learning styles and teaching styles on the academic performance of senior high school students at Lorenzo S. Sarmiento Sr. National High School. The study involved 273 respondents from the senior high school student population and employed a quantitative-correlational design. The statistical tools used were average weighted mean, Pearson R, and multiple regression analysis. The study revealed that senior high school students have a high level of learning styles, including auditory, kinesthetic, and visual modalities. The research also found that students adopt different teaching styles, including authority, delegator, demonstrator, and facilitator styles. The academic performance of students was found to be high, considering school-related, student-related, and teacher-related factors. Furthermore, the study showed a significant correlation and relationship between learning style, teaching style, and academic performance. The null hypothesis was rejected, except for three indicators where the null hypothesis is not rejected, which are visual learning style for learning style and demonstrator style and facilitator style for teaching style. The study provides valuable insights into the interconnected dynamics of learning styles, teaching styles, and academic performance among senior high school students and offers a comprehensive understanding of the factors influencing educational outcomes in this particular context.

GenURL: A General Framework for Unsupervised Representation Learning.

Unsupervised representation learning (URL) that learns compact embeddings of high-dimensional data without supervision has achieved remarkable progress recently. However, the development of URLs for different requirements is independent, which limits the generalization of the algorithms, especially prohibitive as the number of tasks grows. For example, dimension reduction (DR) methods, t-SNE and UMAP, optimize pairwise data relationships by preserving the global geometric structure, while self-supervised learning, SimCLR and BYOL, focuses on mining the local statistics of instances under specific augmentations. To address this dilemma, we summarize and propose a unified similarity-based URL framework, GenURL, which can adapt to various URL tasks smoothly. In this article, we regard URL tasks as different implicit constraints on the data geometric structure that help to seek optimal low-dimensional representations that boil down to data structural modeling (DSM) and low-dimensional transformation (LDT). Specifically, DSM provides a structure-based submodule to describe the global structures, and LDT learns compact low-dimensional embeddings with given pretext tasks. Moreover, an objective function, general Kullback-Leibler (GKL) divergence, is proposed to connect DSM and LDT naturally. Comprehensive experiments demonstrate that GenURL achieves consistent state-of-the-art performance in self-supervised visual learning, unsupervised knowledge distillation (KD), graph embeddings (GEs), and DR.

Focus on developing al-Qur'an learning methods in Indonesia: learning style approach

This research aims to analyze the focus of developing Al-Qur'an learning methods with a learning style approach and the achievements of Al-Qur'an learning methods. The research approach uses a qualitative approach and is of the metasynthesis type. Collecting data to answer the existing problem formulation, researchers analyzed learning method guidebooks totaling 7 trends in Al-Qur'an learning methods, articles from journals, and other supporting books. The results of this research indicate that the focus of the development of trends in Al-Qur'an learning methods in Indonesia is more towards audio and visual learning styles. The achievements of the trend in Al-Qur'an learning methods in Indonesia can be seen from the ability to read the Al-Qur'an in tartil, understand gharib and the basics of recitation; knowing random hijaiyah letters, memorizing the Koran, especially short letters; makhraj, and writing Arabic letters. It can be concluded that each method has similarities in developing methods with an audio and visual learning style approach, while the differences between each method can be seen in the achievement of Al-Qur'an learning indicators, but each method has not shown results.

Critical Thinking Skills in Rotational Dynamics: Learning Physics With and Without Free-body Diagrams

This quasi-experimental study investigates the impact of using free-body diagrams on the critical thinking skills of students studying rotational dynamics at MAN 1 Sungai Penuh. The study involved 140 eleventh-grade students, divided into an experimental group and a control group, each consisting of 70 students. The experimental group received instruction using free-body diagrams, while the control group followed traditional teaching methods. Critical thinking skills were assessed using a test comprising five essay questions, each representing different aspects of critical thinking: likelihood and uncertainty analysis, problem solving and decision making, reasoning, hypothesis testing, and argument analysis. Descriptive statistics and independent samples t-tests were employed to analyze the data. The results revealed that the experimental group outperformed the control group in all aspects of critical thinking skills, with statistically significant differences and strong effect sizes. Specifically, the experimental group showed notable improvements in argument analysis, reasoning, and hypothesis testing. The findings suggest that the use of free-body diagrams significantly enhances students' critical thinking skills in the context of rotational dynamics. This study underscores the importance of incorporating visual learning aids in physics education to foster deeper understanding and improve analytical skills. The results have important implications for teaching practices, advocating for the integration of free-body diagrams to develop students' higher-order thinking skills effectively

The Correlation Between Students’ Visual Learning Style Preference and Vocabulary Mastery at SMP NEGERI 3 Sungguminasa

The objective of this research is to find out the correlation between students' visual learning style preference and vocabulary mastery at SMP Negeri 3 Sungguminasa. The design of this research is descriptive quantitative research. This research has two variables, students' visual learning style preference as an independent variable and students’ vocabulary mastery as a dependent variable. The population of this research is seventh-grade students. The researcher used random sampling to take the samples, which consist of 33 students. In collecting the data, the researcher used a questionnaire and test. The questionnaire used to measure students’ visual learning style preference, which consists of 15 statements. Then, the test is used to know students’ vocabulary mastery which consists of 20 questions. In analyzing the data, the researcher used Pearson analyzed Product Moment Correlation formula. The data analyzed by using SPSS 23 program for Windows. The result of this research shows that there was a medium correlation between students’ visual learning style preference and vocabulary mastery of VII grade students of SMP Negeri 3 Sungguminasa because the value of rxy = 0.468 on the correlation scale table (0.40-0.599) means in medium correlation level. As the findings showed, rxy > rtable = 0.468 >0.40 So, it can be concluded that there was a significant correlation between students’ visual learning style and vocabulary mastery at SMP Negerei 3 Sungguminasa

STRUKTURAL EQUATION MODEL (SEM) MENGANALISIS JALUR PATH KOMPETENSI DAN KOMPENSASI TERHADAP PRODUKTIVITAS KARYAWAN DI CV. SEMARANG INDAH

The purpose of this study was to analyze and improve students' mathematical critical thinking skills in terms of learning styles in class X MIPA 1 students at SMAN 9 Depok. The research method used in this research is analytical method. The sampling technique used purposive sampling technique. Instruments for collecting data in this study were in the form of a learning style questionnaire and a test of critical thinking skills. All students of class X MIPA 1 were identified with the type of learning style by using learning styles and critical thinking skills tests taken by 6 students representing each type of learning style of 2 students. The test is carried out on the Absolute Value material. Furthermore, the analysis of all data is carried out with the following steps: data reduction stage, data presentation stage, and conclusions. The results showed that: 1) students with visual learning styles were able to overcome indicators at the stage of providing simple explanations and arranging tactics but were less able to meet indicators at the inference stage, 2) students with auditory learning styles were less able to reach the stage of providing simple explanations but were able to in arranging strategies-tactics and inference stages, 3) students with kinesthetic learning styles are able to fulfill all indicators at the stage of giving simple explanations, setting strategies-tactics, and inferences

ANALISIS KEMAMPUAN PEMAHAMAN DALAM KONSEP BENTUK ALJABAR KELAS VII DI TINJAU DARI GAYA BELAJAR PESERTA DIDIK

This study makes use of qualitative techniques for the purpose of description. The purpose of this study is to identify the various ways in which students comprehend the idea of algebraic forms. In this study, three seventh-graders from SMP N 4 Tondano represented the different types of learning styles (visual, kinesthetic, and audiotorial). Students were asked about their preferred learning methods, with one representative from each of the three learning styles (visual, kinesthetic, and audiotorial) being chosen as research subjects. This study's findings indicate that (1) subjects with a visual learning style performed better on tests and interviews, particularly when it came to providing answers that were both correct and presented in different ways. (2) students who learn best through movement but who aren't as methodical as others. The test results showed this, but he gave a reasonable explanation during the interview. Auditory learners, number three. This is evident from the interview and test results, which provide an excellent explanation for question 1 but fail to adequately address question 2

The use of visual media when teaching the skill of writing to autistic students

It is believed (Zaorska & Trajdowska, 2013) that autistic students are usually visual learners. It seems that the use of visual media and visually based teaching methods may be beneficial for such students. The aim of the present research was to discover whether visual media can be useful while teaching the skill of writing to autistic students. Furthermore, attempts were made to find out the difference between visually based approaches and non-specific ones when it comes to teaching autistic students. As far as inclusive education in Poland is concerned, the research aimed at showing its efficiency regarding the students with autism. In this paper, we would like to present the findings of our research because we believe that they may be useful for teachers who work with autistic students.

COGNITIVE CHARACTERISTICS AND SOME FACTORS AFFECTING THE SPRINT AND MEMORY COURSE PERFORMANCE OF ORIENTEERS

It is known that physical, psychological, and cognitive characteristics are important in orienteering. However, no studies have investigated the effects of cognitive characteristics on performance in practice. This study aimed to determine the effect levels of the different variables of elite male orienteers (i.e., success rate, year of sports experience, short-term memory, visual memory, attention, and concentration) on their performance in two orienteering courses (sprint and memory courses). A total of 36 voluntary elite male athletes who had been orienteering for at least two years, over 18, with a mean age of 24.58±4.85 years and sports experience of 7.83±3.56 years participated in the study. The Cognitrone, VISGED visual memory, d2 attention, and serial digit learning tests were applied to all participants, respectively. All participants ran the memory and sprint orienteering courses at 72-hour intervals in a randomized manner. Afterward, the effects of the athletes’ cognitive performance and some characteristics on the course completion time were examined. According to the results of the linear regression analysis, the model’s independent variables that affected the winning time of the sprint course were the success rate, short-term memory score, and concentration (R= .505, R2= .255, F=3.193, p=.003, p<.01). Among these variables, the variable that predicted the winning time of the sprint course the most was the success rate (B=-244.25, Beta=-0.473, P=.015, p<.05). Year of sports experience, success rate, short-term memory score, concentration, and cog-correct response time were the independent variables affecting the winning time of the memory course (R=.620, R2=.385, F= 3.374, p=.000, p<.001). Year of sports experience was the independent variable with the highest effect on the winning time of the memory course (B=-6.718, Beta=-0.369, p=.029, p<.05). The factors affecting the sprint and memory courses' winning time were examined, and it was concluded that the orienteers' years of sports experience and successes affected the course winning time. These findings suggest that orienteering race performance is more related to the experience of transferring them to orienteering and creating tactical processes rather than the cognitive characteristics of orienteers.

Augmented Reality Learning in Mathematics Education: Systematic Literature Review

Augmented reality is known as a type of technology that improves the physical world through computer-generated content that can be applied in mathematics education. The primary objective is to review and explore existing research on the characteristics of augmented reality (AR) learning through a systematic literature review (SLR). The study identified various research papers that discussed the utilization of AR in mathematics education, as well as studies that assessed the effectiveness of AR learning in this domain. The review process involved identification, screening, eligibility, inclusion, and data analysis using three search engines: Springer Link, Scopus, and Science Direct. The study adhered to the PRISMA guidelines for reporting. A total of 20 articles were selected from the included studies after sorting. The findings revealed that AR learning was distributed in studies in terms of trends and countries. There were several features or characteristics in AR learning and AR learning was implemented in different areas of mathematics, such as Trigonometry, STEM, Linus Mathematical Modeling, Calculus, Geometry, Statistics, and Algebra. Besides that, teacher preparation in using AR to teach mathematics learning also will be a focus. This SLR also states the challenges or limitations of AR learning. In conclusion, Augmented reality has emerged as a promising tool for mathematics education, enhancing student engagement, comprehension, and problem-solving abilities by providing immersive, interactive, and visual learning experiences.

IMMERSIVE TECHNOLOGIES AND THEIR IMPACT ON THE MODERNIZATION OF THE MODERN EDUCATION SYSTEM

The use of immersive technologies opens up many prospects for improving the quality of the educational process. According to scientific studies, immersive technologies improve students' spatial understanding and memorization, allowing them to experience learning from the first person, to see everything that is happening around them. Such technologies provide visual learning and contribute to students' overall understanding of more complex subjects, theories and languages. Some researchers single out several unique possibilities of virtual and augmented reality, namely immersion in a simulated environment, multimodal interaction, concretization of imagination. In general, according to most researchers, these technologies ensure the presence of users due to the high accuracy of the representation of three-dimensional virtual objects and the ability to simulate operations and procedures of abstract concepts. Currently, the Ukrainian education system is taking only the first steps in the direction of using immersive technologies. A fairly small number of Ukrainian educators have started using them in the educational process. Accordingly, the problems and prospects of introducing virtual and augmented reality technology into the educational process of Ukrainian educational institutions have not been sufficiently researched. This publication analyzes the impact of immersive technologies on the modernization of the modern education system. The essence of immersive technologies and their impact on the transformation of learning processes is revealed. Identified types of immersive technologies. The main problems of introducing immersive technologies into the educational environment of Ukrainian educational institutions are analyzed. The results of a sociological study, the purpose of which was to study the public opinion of teachers regarding the assessment of the impact of immersive technologies on the educational environment, identify problems and features of the introduction of these technologies into the modern education system, are presented. According to the results of a sociological study, the most common foreign and domestic AR and VR applications, which are used by teachers in general secondary education institutions and contribute to the effectiveness of learning processes, have been determined. The main trends of the further implementation of immersive learning in the modern education system of Ukraine are considered.

Profile of Problem Solving System of Linear Equations Two Variables of MTs Al-Khairat Tomini Students Based on Student Learning Styles

This research aims to obtain a description of the problem-solving profile of two-variable linear equation systems of MTs Al-Khairat Tomini students based on the student's learning styles. This type of research is qualitative. The subjects of this research were three students in class VIII B MTs Al-Khairat tomini, each consisting of one student with visual, auditory, and kinesthetic learning styles. Data on student problem-solving was obtained from written tests and interviews. This research shows that the subject (IN) carries out the problem-solving plan by the solution plan questions, and the subject did not recheck the problem-solving because he did not understand how to do it. The subject (MA) carries out the problem-solving plan by the problem-solving plan, and the subject can check and solve questions by checking the written answers again.

A data‐driven assessment of mobile operator service quality in Ghana

AbstractThe rapid proliferation of mobile services has increased the need for data‐driven oversight of service quality, yet deriving insights from regulator‐collected datasets remains challenging. This study demonstrates techniques to tap the rich potential of drive test measurement data for analytical regulatory and policy decision‐making. Focusing on leading operator MTN in Ghana, we analyzed 4 years of drive test data supplied by the telecom regulator for the capital city of Accra. Three key performance indicators were evaluated—coverage, call setup time, and speech quality. We assessed service quality trends through statistical summaries, data visualization, and machine learning modeling and predicted speech quality scores. Our analysis revealed deteriorating performance post‐2019 and found that the light gradient boosting machine algorithm provided the highest accuracy predictions of speech quality. Overall, this work showcases how regulators can capitalize on vast datasets using big data mining techniques to evaluate network conditions over time and geography, enhancing field measurements for oversight. Our approach and techniques provide a template for evidence‐based policy‐making to uphold consumer service quality as mobile networks evolve.

Individual differences in processing speed and curiosity explain infant habituation and dishabituation performance.

Habituation and dishabituation are the most prevalent measures of infant cognitive functioning, and they have reliably been shown to predict later cognitive outcomes. Yet, the exact mechanisms underlying infant habituation and dishabituation are still unclear. To investigate them, we tested 106 8-month-old infants on a classic habituation task and a novel visual learning task. We used a hierarchical Bayesian model to identify individual differences in sustained attention, learning performance, processing speed and curiosity from the visual learning task. These factors were then related to habituation and dishabituation. We found that habituation time was related to individual differences in processing speed, while dishabituation was related to curiosity, but only for infants who did not habituate. These results offer novel insights in the mechanisms underlying habituation and serve as proof of concept for hierarchical models as an effective tool to measure individual differences in infant cognitive functioning. RESEARCH HIGHLIGHTS: We used a hierarchical Bayesian model to measure individual differences in infants' processing speed, learning performance, sustained attention, and curiosity. Faster processing speed was related to shorter habituation time. High curiosity was related to stronger dishabituation responses, but only for infants who did not habituate.

Current Developments in the Management of Amblyopia with the Use of Perceptual Learning Techniques.

Background and Objectives: Amblyopia is a neurodevelopmental disorder caused by interocular suppression of visual input, affecting visual acuity, stereopsis, contrast sensitivity, and other visual functions. Conventional treatment comprises occlusion of the sound eye. In recent years, novel therapies that deploy perceptual learning (PL) principles have been introduced. The purpose of this study is to assess the latest scientific data on this topic. Materials and Methods: For this purpose, we conducted a literature search for relevant studies published during the previous 4 years (2020-2023). Results: A plethora of visual perceptual learning protocols have been recently developed. Dichoptic video games, contrast rebalanced movies, and online perceptual training platforms are the main formats. Perceptual learning activates neuroplasticity, overcomes interocular suppression, and improves the visual impairments induced by amblyopia. Conclusions: This novel treatment is effective in both children and adults, as well as in patients non-responding to patching.

Promoting low-achieving students’ epistemic understanding of discourse: a video-based visual learning analytics approach

ABSTRACT This study examined fostering low-achieving students’ epistemic understanding of discourse in knowledge building classrooms using video-based visual learning analytics. The participants were two Grade 9 visual arts classes of low-achieving students. The experimental class (n = 33) engaged in a knowledge building classroom supported by video-based visual learning analytics, and the comparison class (n = 29) in a regular knowledge building classroom. Quantitative analysis of questionnaire data indicated that the experimental class acquired a deeper epistemic understanding of discourse and domain knowledge than the comparison class. Four themes related to knowledge building principles were identified, including improving ideas, developing community knowledge, creating new knowledge, and synthesizing ideas. Qualitative analysis of classroom talk, interview responses, and prompt sheets described how the scaffolding of video-based learning analytics helped students develop their understanding. The implications of using video-based visual learning analytics as scaffolds to promote low-achieving students’ epistemic understanding are discussed.

Development of “Avic”Application as a Basic Level Communication for Autism Students

Autism is a neurological disorder during development that results in a child having barriers, one of which is communication barriers, so that they require special guidance and services. An autistic person is also a visual learner, they receive information more easily visually than verbally or otherwise. Assistive technology has been widely used as a tool to help children with special needs, including autism. The Research use a TEACCH Method of PECS stage 1 until 3. Research and development of this application uses the RnD model (in Sugiyono) which consists of 10 stages, and researchers only took 9 stages, namely (1) Potential and Problems, (2) Data Collection, (3) Product Design, (4) Design Validation , (5) Design Revision, (6) Product Trial (7) Product Revision (8) Usage Trial (9) Potential and problems. The validation subjects in this research were material experts, media experts and practitioners. The validation technique uses Aiken V. The data analysis technique uses non-parametric tests, quantitative percentage techniques, descriptive techniques for qualitative data. The results of the analysis produced application validation results with an average above 0.8, which means it is very feasible, and there is an increase in value when using the application by autistic students with basic communication

Analysis of Visual, Auditory, and Kinesthetic-Based Student Learning Styles in Science Subjects at SMPN 7 Muaro Jambi

The study aims to study and analyze the learning style of students of the eighth grade at SMPN 7 Muaro Jambi, especially in the context of IPA learning. The focus of the study is to identify preferences of student learning style based on three main dimensions, namely visual, auditory, and kinesthetics. This research method uses a descriptive quantitative approach by involving eighth grade students as primary respondents. Research instruments in the form of questionnaires are designed to measure the preferences of students' learning styles according to visual, auditory, and kinesthetic characteristics. The total number of samples observed came from 8 classes with a total of 226 students of the 8th grade. Based on the data processing of the research it is known that the learning style of students on the subject of IPA Class VIII generally in SMPN 7 Muaro Jambi in 2023. A total of 45.13% or 102 respondents were visual in very high categories, as many as 32.74% or 74 auditory respondents with very high Categories and as much as 22.12% or 50 kinesthetic respondents in moderate categories. So from this study it can be concluded that the students of the eighth grade who follow the learning of IPA are more likely to the visual learning style with the highest percentage of 45.15%. The teacher who will teach in the class can adapt the model and learning media that corresponds to the learning style that the student has. The results of this study are expected to provide a better understanding of the learning style of students of the eighth grade at SMPN 7 Muaro Jambi, especially in IPA subjects.