Visual Presentation Of Information Research Articles

Visualization of information: experience of Soviet innovative teachers and its actual prospects in educational process

The article is devoted to the research of soviet innovative teachers experience in introduction of visualization of information in the school educational process – a technology of intensified learning based on the scheme models and sign models of educational material, and a technology of perspective-forestall learning with the use of reference schemes in management-commenting. Conceptual foundations and algorithms for implementation of these technologies are described. The analysis of their implementation into the school education practice is given and the relevance of the obtained results in the context of education modernization is determined. The author also outlined the modern possibilities for visual presentation of information using IT- and communication technologies, argued the expediency and relevance of this approach in the educational process, determined the prospect for further development of the problem.

MULTIMEDIA ENVIROMENT OF GERMAN POLEMIC DISCOURSE

This article is devoted to the study of the multimedia environment of the polemic discourse in German media with its diverse formats of impact on the audience and the actively developing internal dynamics of texts. If at the end of the XXth century the specifics of German media were the use of the Internet site as one of the possibilities to present copies of newspapers and magazines in electronic form, today we can speak of modified, hybrid Internet versions of printed publications that do not just create websites on the Internet that duplicate their main activity, but also combines the features of the traditional press and features of the functioning of texts on the Internet. The transition from linear, monomedia broadcasting platforms to discrete, multimedia ones has a significant impact on the process of creating, designing and placing modern polemics. Texts of articles and user comments are considered in the article as tmaterialization of the polemic discourse in the media. Polemic texts are formed on the basis of intertextual structures and have a hypertext nature. The use of multimedia tools (a variety of fonts, graphics, animation, photo, video and sound) in the text of the article allows the author not only to expand the amount of information provided, but also to qualitatively supplement its content through inline inclusions tn the text, to express the meaning of information by referring to verbal and non-verbal means; to provide a visual and figurative presentation of information (graphs, charts, tables), to attract attention and influence the audience, as well as to provide readers with the opportunity to participate in information exchange.

ІНФОГРАФІКА ЯК МЕТОД АКТИВІЗАЦІЇ ПІЗНАВАЛЬНОЇ ДІЯЛЬНОСТІ МАГІСТРІВ ОСВІТНІХ, ПЕДАГОГІЧНИХ НАУК

The article considers the problem of activation of cognitive activity for education employees of different levels on the basis of principles of masters of education, pedagogy sciences in the process of professional training with the aid of innovation forms and methods of learning, modern pedagogical techniques and non-traditional methods of acquisition of information that allow the receivers of education to perfect their professional, psychological and pedagogical, communicative competencies; to develop professionally important and personal qualities; to master new mechanisms of applying the innovation educational activity into higher education institutions; to form the theoretical and methodological provision of competitiveness of innovation development. The essence of the infographics method was characterized, which is directed to efficient visual information presentation and its further comprehension in order to briefly and brightly reflect certain facts, processes or events and is a creative projection method of learning at diverse higher education institutions. Possibilities of infographics were stated for elaborating the theoretical material and mastering it through the dominating intellect type. The method was characterized as a multi-functional tool which can be used during classes, project execution, and research activity, self-education to develop proactivity, creativity, critical thinking, and forming skills of efficient interaction. Theoretical and practical aspects of infographics were used during practical classes during professional training of masters of education, pedagogy sciences. Expediency of infographics method was proven concerning its possibility to use in an educational process of professional training of future instructors as an efficient method of activation of receivers of education cognitive activity, which enables better acquisition of information, optimizing independent work of graduate students, intensification of educational process, provides creative, research related direction to training and cognitive activity and allows to see the result of own educational activity.

The audio-visual integration effect on music emotion: Behavioral and physiological evidence.

Previous research has indicated that, compared to audio-only presentation, audio-visual congruent presentation can lead to a more intense emotional response. In the present study, we investigated the audio-visual integration effect on emotions elicited by positive or negative music and the role of visual information presentation durations. The participants were presented with audio-only condition, audio-visual congruent condition, and audio-visual incongruent condition and then required to judge the intensity of emotional experience elicited by the music. Their emotional responses to the music were measured using self-ratings and physiological aspects, including heart rate, skin temperature, EMG root mean square and prefrontal EEG. Relative to the audio-only presentation, the audio-visual congruent presentation led to a more intense emotional response. More importantly, the audio-visual integration occurred both in the positive music and in the negative music. Furthermore, the audio-visual integration effect was larger for positive music than for negative music; meanwhile the audio-visual integration effect was strongest with the visual information presented within 80s for negative music, which indicated that this integration effect was more likely to occur in the negative music. These results suggest that when the music was positive, the effect of audio-visual integration was greater. When the music was negative, the modulation effect of the presentation durations of visual information on the music-induced emotion was more significant.

Sound source localization with varying amount of visual information in virtual reality.

To achieve accurate spatial auditory perception, subjects typically require personal head-related transfer functions (HRTFs) and the freedom for head movements. Loudspeaker-based virtual sound environments allow for realism without individualized measurements. To study audio-visual perception in realistic environments, the combination of spatially tracked head mounted displays (HMDs), also known as virtual reality glasses, and virtual sound environments may be valuable. However, HMDs were recently shown to affect the subjects’ HRTFs and thus might influence sound localization performance. Furthermore, due to limitations of the reproduction of visual information on the HMD, audio-visual perception might be influenced. Here, a sound localization experiment was conducted both with and without an HMD and with a varying amount of visual information provided to the subjects. Furthermore, interaural time and level difference errors (ITDs and ILDs) as well as spectral perturbations induced by the HMD were analyzed and compared to the perceptual localization data. The results showed a reduction of the localization accuracy when the subjects were wearing an HMD and when they were blindfolded. The HMD-induced error in azimuth localization was found to be larger in the left than in the right hemisphere. When visual information of the limited set of source locations was provided, the localization error induced by the HMD was found to be negligible. Presenting visual information of hand-location and room dimensions showed better sound localization performance compared to the condition with no visual information. The addition of possible source locations further improved the localization accuracy. Also adding pointing feedback in form of a virtual laser pointer improved the accuracy of elevation perception but not of azimuth perception.

Proactive Assessment of Obesity Risk during Infancy (ProAsk): a qualitative study of parents\u2019 and professionals\u2019 perspectives on an mHealth intervention

BackgroundPrevention of childhood obesity is a public health priority. Interventions that establish healthy growth trajectories early in life promise lifelong benefits to health and wellbeing. Proactive Assessment of Obesity Risk during Infancy (ProAsk) is a novel mHealth intervention designed to enable health professionals to assess an infant’s risk of future overweight and motivate parental behaviour change to prevent childhood overweight and obesity. The aim of this study was to explore parents’ and health professionals’ experiences of the overweight risk communication and behaviour change aspects of this mHealth intervention.MethodsThe study was conducted in four economically deprived localities in the UK. Parents (N = 66) were recruited to the ProAsk feasibility study when their infant was 6–8 weeks old. Twenty two health visitors (HVs) used a hand-held tablet device to deliver ProAsk to parents when their infants were 3 months old. Parents (N = 12) and HVs (N = 15) were interviewed when infants in the study were 6 months old. Interview data were transcribed and analysed thematically using an inductive, interpretative approach.ResultsFour key themes were identified across both parent and health visitor data: Engaging and empowering with digital technology; Unfamiliar technology presents challenges and opportunity; Trust in the risk score; Resistance to targeting. Most participants found the interactivity and visual presentation of information on ProAsk engaging. Health visitors who were unfamiliar with mobile technology drew support from parents who were more confident using tablet devices. There was evidence of resistance to targeting infants at greatest risk of future overweight and obesity, and both parents and health visitors drew on a number of reasons why a higher than average overweight risk score might not apply to a particular infant.ConclusionsAn mHealth intervention actively engaged parents, enabling them to take ownership of the process of seeking strategies to reduce infant risk of overweight. However, cognitive and motivational biases that prevent effective overweight risk communication are barriers to targeting an intervention at those infants most at risk.Trial registrationNCT02314494. Date registered 11th December 2014.

Internet Architecture and Disability

The Internet is essential for education, employment, information, and cultural and democratic participation. For tens of millions of people with disabilities in the United States, barriers to accessing the Internet, including the visual presentation of information to people who are blind or visually impaired, the aural presentation of information to people who are deaf or hard of hearing, and the persistence of Internet technology, interfaces, and content without regard to prohibitive cognitive load for people with cognitive and intellectual disabilities collectively pose one of the most significant civil rights issues of the information age. Yet disability law lacks a comprehensive theoretical approach for fully facilitating Internet accessibility. The prevailing doctrinal approach to Internet accessibility seeks to treat websites as metaphorical “places” subject to Title III of the ADA, which requires places of public accommodations to be accessible to people with disabilities. While this place-centric approach to Title III has succeeded to a significant degree in making websites accessible over the last two decades, large swaths of the Internet — more broadly construed to include Internet technologies beyond websites — remain inaccessible to millions of people with a variety of disabilities. As limitations of a place-based approach to Title III become clearer, a new framework for disability law is needed in an increasingly intermediated Internet. Leveraging the Internet law literature on perspectives, this article recognizes the place-centric approach to Title III as normatively and doctrinally “internal,” in the terminology of internet law scholars It offers a framework for supplementing this internal approach with an external approach that contemplates the layered architecture of the Internet, including its constituent content, Web and non-Web applications, access networks operated by Internet service providers, and devices and the role of disability and other bodies of law, particularly including telecommunications law and attendant policy issues, such as net neutrality, in making them accessible.

Integrated Presentation of Physical Motions and Visual Information Utilizing Electrostatic Force

Integrated Presentation of Physical Motions and Visual Information Utilizing Electrostatic Force

Dissociable Neural Systems for Recognizing Places and Navigating through Them.

When entering an environment, we can use the present visual information from the scene to either recognize the kind of place it is (e.g., a kitchen or a bedroom) or navigate through it. Here we directly test the hypothesis that these two processes, what we call "scene categorization" and "visually-guided navigation", are supported by dissociable neural systems. Specifically, we manipulated task demands by asking human participants (male and female) to perform a scene categorization, visually-guided navigation, and baseline task on images of scenes, and measured both the average univariate responses and multivariate spatial pattern of responses within two scene-selective cortical regions, the parahippocampal place area (PPA) and occipital place area (OPA), hypothesized to be separably involved in scene categorization and visually-guided navigation, respectively. As predicted, in the univariate analysis, PPA responded significantly more during the categorization task than during both the navigation and baseline tasks, whereas OPA showed the complete opposite pattern. Similarly, in the multivariate analysis, a linear support vector machine achieved above-chance classification for the categorization task, but not the navigation task in PPA. By contrast, above-chance classification was achieved for both the navigation and categorization tasks in OPA. However, above-chance classification for both tasks was also found in early visual cortex and hence not specific to OPA, suggesting that the spatial patterns of responses in OPA are merely inherited from early vision, and thus may be epiphenomenal to behavior. Together, these results are evidence for dissociable neural systems involved in recognizing places and navigating through them.SIGNIFICANCE STATEMENT It has been nearly three decades since Goodale and Milner demonstrated that recognizing objects and manipulating them involve distinct neural processes. Today we show the same is true of our interactions with our environment: recognizing places and navigating through them are neurally dissociable. More specifically, we found that a scene-selective region, the parahippocampal place area, is active when participants are asked to categorize a scene, but not when asked to imagine navigating through it, whereas another scene-selective region, the occipital place area, shows the exact opposite pattern. This double dissociation is evidence for dissociable neural systems within scene processing, similar to the bifurcation of object processing described by Goodale and Milner (1992).

Application of Hexagonal Conceptual Model for Solving Problem of Synchronization By Visual Designing of Complex Systems

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Effects of flood hazard visualization format on house purchasing decisions

ABSTRACTWe investigated how decision-making is affected by the visual presentation of flood hazard information. We exposed participants to different formats of flood hazard information while they simulated selecting a property to purchase. We compared three flood hazard formats: (i) maps currently used by the UK Environment Agency, (ii) tables that present flood level and frequency information and (iii) graphical representations depicting the level-frequency combination using a cartoon house image as a physical referent. In the experiment participants were presented, via computer screen, side-by-side information about two houses in a series of trials. Participants made a forced choice preference judgement between 108 different pairs of houses to indicate which they would purchase. Our findings indicate that when hazard information is presented in map format, individuals are less accurate in selecting lower-hazard houses, compared to when the same information is presented as a graphic representation of a house or as a table.

Understanding social preferences for land use in wastewater treatment plant buffer zones

This study explores community preferences regarding alternative land uses in wastewater treatment plant buffer zones in Western Australia. The study uses the choice experiment method, and is the first study to apply this method to the context of wastewater treatment plant buffer zone management. In the study there are two information conditions and four land use options. In the first information condition different land use options were presented using text and tables only. In the second information condition land use options were presented visually as maps alongside the text and table information. A between-subject design is used to test how the presentation of information influences people’s preferences for different land use options. For both information conditions the most preferred land use option is nature conservation. Presenting visual information was found to reduce the tendency of respondents to select the status quo option, and was also associated with evidence of increased use of information for decision making. Comparing the value of the optimal land use mix to current real world buffer zone land uses identified the possibility of material welfare gains from reallocating land in buffer zones towards nature based land uses.

Exploring the development and impact of learning styles: An empirical investigation based on explicit and implicit measures

It is still controversial whether learning styles are unchangeable dispositions or flexible characteristics. Research on the development of learning styles is therefore in high demand. We suggest a conceptual model that describes both explicit and implicit cognitive processes involved in processing instructional material. We also propose an implicit association test (learning styles IAT). In a first study (N = 126), we evaluate the stimulus material for the IAT. In a second study (N = 104), we investigate the correlations between the implicit and explicit measures used. We further examine interactions between learning styles and learning outcomes as well as cognitive load. Two versions of a computer-based learning program (verbal vs. visual presentation of information) were used. The results reveal that matching learning styles and learning materials neither leads to better learning outcomes nor to a lower cognitive load. Additionally, neither implicit nor explicit measures were able to predict learning outcomes.

Evidence flowers: An innovative, visual method of presenting "best evidence" summaries to health professional and lay audiences.

Barriers to dissemination and engagement with evidence pose a threat to implementing evidence-based medicine. Understanding, retention, and recall can be enhanced by visual presentation of information. The aim of this exploratory research was to develop and evaluate the accessibility and acceptability of visual summaries for presenting evidence syntheses with multiple exposures or outcomes to professional and lay audiences. "Evidence flowers" were developed as a visual method of presenting data from 4 case scenarios: 2 complex evidence syntheses with multiple outcomes, Cochrane reviews, and clinical guidelines. Petals of evidence flowers were coloured according to the GRADE evidence rating system to display key findings and recommendations from the evidence summaries. Application of evidence flowers was observed during stakeholder workshops. Evaluation and feedback were conducted via questionnaires and informal interviews. Feedback from stakeholders on the evidence flowers collected from workshops, questionnaires, and interviews was encouraging and helpful for refining the design of the flowers. Comments were made on the content and design of the flowers, as well as the usability and potential for displaying different types of evidence. Evidence flowers are a novel and visually stimulating method for presenting research evidence from evidence syntheses with multiple exposures or outcomes, Cochrane reviews, and clinical guidelines. To promote access and engagement with research evidence, evidence flowers may be used in conjunction with other evidence synthesis products, such as (lay) summaries, evidence inventories, rapid reviews, and clinical guidelines. Additional research on potential adaptations and applications of the evidence flowers may further bridge the gap between research evidence and clinical practice.

Viziometrics: Analyzing Visual Information in the Scientific Literature

Scientific results are communicated visually in the literature through diagrams, visualizations, and photographs. These information-dense objects have been largely ignored in bibliometrics and scientometrics studies when compared to citations and text. In this paper, we use techniques from computer vision and machine learning to classify more than 8 million figures from PubMed into five figure types and study the resulting patterns of visual information as they relate to scholarly impact. We find that the distribution of figures and figure types in the literature has remained relatively constant over time, but can vary widely across field and topic. Remarkably, we find a significant correlation between scientific impact and the use of visual information, where higher impact papers tend to include more diagrams, and to a lesser extent more plots. To explore these results and other ways of extracting this visual information, we have built a visual browser to illustrate the concept and explore design alternatives for supporting viziometric analysis and organizing visual information. We use these results to articulate a new research agenda-viziometrics-to study the organization and presentation of visual information in the scientific literature.

Impacts of using a head-worn display on gait performance during level walking and obstacle crossing

Use of a head-worn display (HWD) may affect gait performance and increase slip and trip risks, though there is a lack of information on such effects. This study investigated how different display technologies (monocular and binocular HWDs, and a paper list) and visual information presentation modes affect gait performance. Twelve gender-balanced participants completed walking and obstacle crossing trials on a linear walking track under all experimental conditions and a baseline control (without using a technology). During these trials, information relevant to a simulated light assembly task was provided, as representative of a potential occupational application. Gait performance was assessed based on minimum foot clearance (MFC), required coefficient of friction, foot placement locations around the obstacle, and/or walking/obstacle crossing speed. Use of a HWD had no substantial effects on level walking performance. A more conservative/cautious obstacle crossing strategy was, however, observed with HWD use, including a decrease (∼3%) in obstacle crossing speed (compared to the baseline). Gender-specific foot control strategies (lead foot MFC) were also observed that depended on the specific display technology and information modes. Foot placements around the obstacle were not influenced by use of the binocular HWD, yet a conservative strategy was observed with the monocular HWD.

Developing an Instructional Design for the Design of Infographics and the Evaluation of Infographic Usage in Teaching Based on Teacher and Student Opinions

Infographics have been frequently used in recent years with the purpose of the visual presentation of information. It is a visualisation method which aims at presenting any content with a visual composition, combining such elements as shapes, symbols, graphics, photographs, illustrations, and texts for the target audience. The purpose of this research is to develop an instructional design based on the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model of infographic design as well as the determination of student and teacher opinions on the usage of infographics in teaching. The study group of the research consists of 43 teachers and 51 elementary school students from elementary schools in Cyprus who participated in the research process voluntarily. The implementation process of the study consisted of 52 hours of education in face-to-face and online learning environments with the participation of 43 elementary school teachers. The purpose of this education activity was to develop knowledge and skills in the theoretical and applied dimensions required for the design of infographics. The data collection tools used in the research were the “self-efficacy scale for the design and usage of infographics”, the “opinion survey for the usage of infographics in teaching environments”, a “semi-structured interview form for the design of infographics for teachers and their usage in teaching environments” and a “semi-structured interview form for elementary school students for the usage of infographics in education”. According to the results of the study, the opinions of elementary school teachers on the usage of infographics and their self-efficacy for infographic design shows a significant and positive difference before and after training. Interviews were held on the usage of infographics in learning environments with the 43 elementary school teachers and 51 elementary school students after the completion of the training process. Teachers used the infographics that they had developed according to the course contents for eight weeks in their courses after the training was completed and observed the impact of infographics in terms of different dimensions. At the end of the implementation, it was found that both teachers and students had positive opinions on the usage of infographics in learning environments.

Towards an application of interactive sonification for the forces applied on the pedals during cycling on the Wattbike ergometer

Cyclists aim to improve pedaling technique to increase pedal force effectiveness. Therefore, biomechanical feedback about how the force is applied on the pedal stroke throughout the cycle is valuable. This information is typically presented visually on a display mounted on the handlebars. However, challenges associated with visual information presentation motivate movement researchers to display the information acoustically via parameter-mapping sonification that has shown potential for improving motor skills. This paper describes initial considerations for an application of interactive sonification for the forces applied on the pedals during cycling on the Wattbike ergometer. It was aimed to examine if the characteristics of the pedal stroke are represented in the sound to create congruency between sound, action and reaction. The primary focus is on describing the design followed by a brief summary of evaluation and practical effectiveness which was conducted on twenty-four master students (25.9±3.0years) and tested in a pilot study with four recreational cyclists (35.3±0.9years).The results of both requests indicate that sonification of the Wattbike data as an acoustic presentation of the force applied throughout the pedal stroke cycle is directly and intuitively understandable. Individual statements from testing revealed that participants became aware of characteristics within the cycling movement which they have not explicitly noticed before. The feeling for specific periods throughout the cycle was improved (pushing and pulling), and the differences in applying force on the legs (symmetry) became evident. Listening to the sound allowed cyclists to hear fluctuations in the forces applied on the pedals and thus try to adapt their muscle activation pattern. Thus, the approach presented here could serve as a helpful training tool for cyclists to optimize their cycling movement.

Do Valenced Odors and Trait Body Odor Disgust Affect Evaluation of Emotion in Dynamic Faces?

Disgust is a core emotion evolved to detect and avoid the ingestion of poisonous food as well as the contact with pathogens and other harmful agents. Previous research has shown that multisensory presentation of olfactory and visual information may strengthen the processing of disgust-relevant information. However, it is not known whether these findings extend to dynamic facial stimuli that changes from neutral to emotionally expressive, or if individual differences in trait body odor disgust may influence the processing of disgust-related information. In this preregistered study, we tested whether a classification of dynamic facial expressions as happy or disgusted, and an emotional evaluation of these facial expressions, would be affected by individual differences in body odor disgust sensitivity, and by exposure to a sweat-like, negatively valenced odor (valeric acid), as compared with a soap-like, positively valenced odor (lilac essence) or a no-odor control. Using Bayesian hypothesis testing, we found evidence that odors do not affect recognition of emotion in dynamic faces even when body odor disgust sensitivity was used as moderator. However, an exploratory analysis suggested that an unpleasant odor context may cause faster RTs for faces, independent of their emotional expression. Our results further our understanding of the scope and limits of odor effects on facial perception affect and suggest further studies should focus on reproducibility, specifying experimental circumstances where odor effects on facial expressions may be present versus absent.

Multimodal Information Presentation in Support of NextGen Operations

ABSTRACTObjective: This study examined the effectiveness of visual, auditory, tactile, and redundant auditory-visual information presentation in the context of a medium-fidelity ‘Next Generation Air Transportation System’ (NextGen) flight simulation.Background: Data overload, especially in the visual channel, and associated breakdowns in monitoring represent a major challenge in aviation. These problems are expected to worsen with NextGen, which will require pilots to manage increased amounts of data and adopt new responsibilities. The introduction of multimodal interfaces (interfaces that distribute information across multiple sensory channels) has been proposed as a means to offload the overburdened visual channel and thus address data overload.Method: Experienced commercial airline pilots completed 2 scenarios using a medium-fidelity flight simulator. For each scenario, NextGen tasks and events were presented either using technology that is currently available (visual and auditory displays) or technology proposed as part of NextGen design concepts (i.e., tactile and redundant displays). Performance was measured based on response time and accuracy.Results: Faster responses were observed for redundant displays, compared to either vision or audition alone. No significant benefit of redundancy was found for accuracy and workload did not mediate redundancy effects. For traffic events, there were faster response times with tactile displays, but higher response accuracy with auditory displays.Conclusion: The findings from this research add to the knowledge base in multimodal information processing and can inform the design of displays for NextGen operations.