Visual Presentation Of Information Research Articles

DISTANCE LEARNING EXPERIENCE FOR MEDICAL STUDENTS DURING A PANDEMIC AND MARTIAL LAW

Being unable to use the usual form of education focused mainly on the teacher, higher education institutions are forced to introduce rules and instructions that would be focused on education seekers and help facilitate the perception of educational material. The consequence of the current situation is the growth of the general interest in distance learning during the pandemic, which later continued during the Russian aggression. In the case of clinical disciplines, certain features determine the use of methods and elements of simulation and individualized training for students of medical faculties, interns and students of the faculty of postgraduate education. Objective. To study the peculiarities of distance learning during the pandemic of acute respiratory disease COVID-19, caused by SARS-CoV-2, and martial law, the identification of the main determinants for the successful arrangement of the online education process. The logical method was used to create instructions for optimizing the conditions and means of learning and teaching. The article reflects the peculiarities of distance learning, introduced during the pandemic and continued under circumstances of martial law caused by the armed aggression of the Russian Federation. Positive aspects of an adequate visual presentation of information during clinical lectures are determined. The results of the survey conducted to determine the attitude of education seekers and scientific and teaching staff to distance learning are presented to identify the shortcomings of this form of education and the development and implementation of Internet resources based on methods and tools that can be used in training to increase the level of student success. Based on its results, the most important features that have the biggest effect on the quality of education were identified.

Do women and men click differently? Mobile devices mitigate gender differences in online dating

Online dating has replaced traditional offline venues largely because of the structured presentation of visual and verbal information about potential partners. This study shows that including verbal information alongside visual information in online dating profiles affects attractiveness assessments by women more favorably than it affects those by men. These gender differences, however, are mitigated by using a mobile device instead of a personal computer. The findings extend the selectivity model, as well as the literature on online dating and mobile use, by highlighting gender differences in processing specific information types and by identifying the device as a boundary condition.

Identification of Neurophysiological Markers of Verbal Information Processing Using Cognitive Evoked Potentials for Studying Schizophrenia Spectrum Disorders.

Cognitive evoked potentials were studied in 40 students of higher school with high and low (control) scores obtained on the Schizotypal Personality Questionnaire (SPQ) in response to the presentation of visual verbal information in the form of agreed word-combinations. In the first series of presentations, it was necessary to refer the attribute to one of the categories and to read the noun silently (non-target condition). In the second series, the attribute should be read silently, and then the following noun has to be categorized (target condition). There has been performed a cluster analysis of the evoked potential curves obtained in response to the noun presentation in the target and non-target conditions in the groups of participants with high and low scores gained on SPQ. Processing of the verbal stimulus under passive reading conditions and under the conditions of word categorization within the frameworks of a simple context has shown that in the group with low scores on the schizotypal questionnaire, lateralization of the N150 component to the left side was observed in contrast to the group with high scores. In this group, increase of the N400 component amplitude was found in response to the words presented for their passive reading in comparison with the categorization condition. On the contrary, in the group with high schizotypy scores, the N400 component appeared to be insensitive to the type of the task, i.e. neurophysiological differences were not expressed between reading and performing stimuli categorization task. These persons were found to have the decreased amplitude of the late positive component as compared to the control group under the condition of passive reading of the words. Increase of the late negative wave amplitude was registered in response to the target words subjected to categorization in comparison with reading in both groups of participants. Insufficiency of language lateralization and deficit connected with the language networks being activated automatically at the initial stage of word recognition are observed in the examined persons with schizotypy. Additionally, processing of the information in these persons at the stage of lexical-semantic processes is weakly modulated by the task imposing different requirements on the level of mental activity control. Some reduction of mnestic process activation is also possible, which is manifested during passive reading of the words, but not in the conditions of their categorization. The research conducted may serve as a starting point for a more detailed and long-term study of the fundamental mechanisms of impairment in information processing in the course of clinically evident pathology formation. In the applied aspect, the work may be considered as a contribution to the ongoing search for neurophysiological markers for early diagnosis of schizophrenia spectrum disorders.

Use of infographics to develop speaking skills of engineering students at English classes

Introduction of infographics into tertiary education became widespread during COVID-19 pandemic as the latter triggered a fundamental transition from conventional education to online one. This new format of teaching immediately revealed a few difficulties, such as poor attendance of students, lack of relevant technologies and equipment as well as inability of most educational institutions to respond to these challenges properly. Together with it, we have also discovered that students found it uneasy to learn new material, however, as we believe, it might be improved by introducing new technologies into teaching methodology which can be used both in online and classroom work for example, to follow up the material which has already been learned online. One of these technologies is infographics. The purpose of this paper is to familiarize readers with infographics as a tool and explain how inforgraphics may contribute to building English speaking skills at technical university. The object of the study in hand is the process of building English speaking skills of students studying at engineering faculties (industrial and civil engineering and construction and technological faculty). The subject of the work is use of infographics to build English speaking skills of students from these faculties in ELT. The practical value of this study is to show how infographics-based exercises could be implemented into English classes for first-year students who study the language at technical university. The research novelty of this study lies in the fact that infographics as a way of visual presentation of various textual, statistical information, data and knowledge is used as a means of teaching a foreign language at the stage of higher education. The results of the research can then be used to teach English to bachelors studying a wide range of engineering degrees, or as part of a refreshing course for non-linguistic masters. In addition, it should be noted that infographics can be used both for classroom and independent work of students.

Co-development of an evidence-based personalised smoking cessation intervention for use in a lung cancer screening context

BackgroundOptimising smoking cessation services within a low radiation-dose computed tomography (LDCT) lung cancer screening programme has the potential to improve cost-effectiveness and overall efficacy of the programme. However, evidence on the optimal design and integration of cessation services is limited. We co-developed a personalised cessation and relapse prevention intervention incorporating medical imaging collected during lung cancer screening. The intervention is designed to initiate and support quit attempts among smokers attending screening as part of the Yorkshire Enhanced Stop Smoking study (YESS: ISRCTN63825779). Patients and public were involved in the development of an intervention designed to meet the needs of the target population.MethodsAn iterative co-development approach was used. Eight members of the public with a history of smoking completed an online survey to inform the visual presentation of risk information in subsequent focus groups for acceptability testing. Three focus groups (n = 13) were conducted in deprived areas of Yorkshire and South Wales with members of the public who were current smokers or recent quitters (within the last year). Exemplar images of the heart and lungs acquired by LDCT, absolute and relative lung cancer risk, and lung age were shown. Data were analysed thematically, and discussed in stakeholder workshops. Draft versions of the intervention were developed, underpinned by the Extended Parallel Processing Model to increase self-efficacy and response-efficacy. The intervention was further refined in a second stakeholder workshop with a patient panel.ResultsIndividual LDCT scan images of the lungs and heart, in conjunction with artistic impressions to facilitate interpretation, were considered by public participants to be most impactful in prompting cessation. Public participants thought it important to have a trained practitioner guiding them through the intervention and emphasising the short-term benefits of quitting. Presentation of absolute and relative risk of lung cancer and lung age were considered highly demotivating due to reinforcement of fatalistic beliefs.ConclusionAn acceptable personalised intervention booklet utilising LDCT scan images has been developed for delivery by a trained smoking cessation practitioner. Our findings highlight the benefit of co-development during intervention development and the need for further evaluation of effectiveness.

Interactive Extended Reality Techniques in Information Visualization

Immersive techniques, such as virtual reality, augmented reality, and mixed reality, take immersive displays as carriers to provide immersive experience. A large number of approaches focus on the visualization of scientific data in immersive environments while just a few methods concentrate on interactive information visualization (InfoVis) in an immersive environment, although InfoVis has been extended to the 3-D space for a long time. In the era of data explosion, the traditional 2-D space is unable to convey large amounts of abstract information in an intuitive way. Meanwhile, desktop-based 3-D InfoVis generally leads to visual conflict and confusion owing to limited display size and field of vision. In this survey, we search for the interactive techniques in immersive InfoVis and summarize their commonalities and discuss their differences and potential trends. The data types of abstract information in InfoVis can be categorized into graph/network data, high-dimensional and multivariate data, time-varying data, and text and document data. Besides, the visual presentation of information in immersive environments is also summarized, especially for charts, plots, and diagrams, which are some basic components of InfoVis techniques. We also described the immersive applications of InfoVis techniques, including the tools or frameworks on immersive analytics and infographics. The discussion about the traditional nonimmersive and the immersive methods in data visualizations show that the latter one has the potential to become an alternative to explore massive information in the future.

PSAT246 Decision Making for Patients with Thyroid Nodules: Understanding the Patient's Experience

Abstract Background We recently developed a Thyroid NOdule conversation aid (TNOC), a conversation tool that supports communication about management options between patients with thyroid nodules and their clinicians. TNOC uses an interactive electronic interface to support conversations about thyroid cancer risk in patients with thyroid nodules and management options. In a pilot study, the use of TNOC in the clinical encounter was associated with improvement in the quality of diagnostic conversations. Research question: The aim of the study was to evaluate the patient's experience when receiving care using TNOC. Methods Prospective study conducted in two academic centers in the U.S. We included adult patients presenting for the evaluation of thyroid nodules and using TNOC in the encounters with their clinicians. Patients that were hyperthyroid, pregnant or had records of previous biopsy were excluded. Patient demographics and clinical features were obtained through electronic health record review. We conducted post-visit semi-structured interviews to assess patients’ experiences using TNOC. The semi-structured interview was developed following constructs included in the Consolidated Framework for Implementation Research. Qualitative analysis was conducted following the constant comparative method to identify emerging themes related to the patient experiences using TNOC. After an initial group of themes were identified, a final set of themes was derived based on prevalence and salience, following an iterative process by two coders. Results 53 patients were enrolled in the study and 49 completed the post-visit interview. Most patients were women (N -42, 79%) and white (N-47, 89%) with a median age of 62 years (Interquartile range, 53-70). The median size of the thyroid nodules was 2.3 cm (Interquartile range, 1.3, 3.0) and 45% were ACR-TIRADS 4 or 5 (N-24). Most nodules were found incidentally (N-37, 70%). In the qualitative assessment, the layman terms included in TNOC, the structured, step-wise and visual presentation of information were considered positively by patients. The language, visuals, and structure of TNOC supported knowledge transfer about thyroid nodules and their management options, helping them better understand their situation. Patients felt they worked together with their clinician by going through the conversation aid, making them feel comfortable asking questions. However, patients reported that the clinician's familiarity with TNOC and the learning needs of patients could affect the perceived benefit of the conversation aid. Patients suggested including more information and visuals in TNOC and providing access before/after the visit. Interpretation: Patients found that the use of TNOC in medical encounters was helpful to understand information, treatment options, and working with their clinicians. This information supports the implementation of TNOC in practice to support decision-making. Presentation: Saturday, June 11, 2022 1:00 p.m. - 3:00 p.m.

Use of infographics for facilitating learning of pharmacology in the nursing degree.

To evaluate the impact of an educational intervention focused on teaching students to create infographics to improve pharmacology learning. This is a comparative study. The population was 250 nursing students who had to create two infographics in groups related to the content that had been addressed in pharmacology in two different moments. Students and professors evaluated the infographics through a 5-point Likert scale. Scores from the official exam of the pharmacology subject were obtained. Most of the students scored below 50% for the "excellent" and "good" categories. Intraclass correlation and kappa correlations among students and professors' evaluations were low. The comparison between both times of students' evaluations only yields significant correlation values for the criterion "Understanding of information" (r=.039, p=.024) and the "Visual presentation of information" (r=.041, p=.019). No correlation was obtained between the test and evaluations values of the infographic.

A novel study to classify breath inhalation and breath exhalation using audio signals from heart and trachea

Respiration is a vital process for all living organisms. In the diagnosis and the detection of many health problems, patient's respiration rate, breath inhalation, and breath exhalation conditions are primarily taken into consideration by doctors, clinicians, and healthcare staff. In this study, an interactive application is designed to collect audio signals, present visual information about them, create a novel 21253x20 audio signal dataset for the detection of breath inhalation and breath exhalation that can be performed through nose and mouth, and classify audio signals based on machine learning (ML) models as breath inhalation and breath exhalation. Audio signals are received from both volunteers’ hearts (method 1) and trachea (method 2). ML models as decision tree (DT), Naïve Bayes (NB), support vector machines (SVM), k-nearest neighbor (KNN), gradient boosted trees (GBT), random forest (RF), and artificial neural network model (ANN) are used on the created dataset to classify the received audio signals from nose and mouth into two different conditions. The highest sensitivity, specificity, accuracy, and Matthews correlation coefficient (MCC) for the classification of breath inhalation and breath exhalation are respectively obtained as 91.82%, 87.20%, 89.51%, and 0.79 by method 2 based on majority voting of KNN, RF, and SVM. This paper mainly focuses on usage of audio signals and ML models as a novel approach to classify respiratory conditions based on breath inhalation and breath exhalation via an interactive application. This paper uncovers that audio signals received from method 2 are more effective and eligible to extract information than audio signals received from method 1.

Semantic and Visuospatial Fluid Reasoning in School-Aged Autistic Children.

In light of the known visuoperceptual strengths and altered language skills in autism, we investigated the impact of problem content (semantic/visuospatial) combined with complexity and presence of lures on fluid reasoning in 43 autistic and 41 typical children (6-13years old). Increased complexity and presence of lures diminished performance, but less so as the children's age increased. Typical children were slightly more accurate overall, whereas autistic children were faster at solving complex visuospatial problems. Thus, reasoning could rely more extensively on visuospatial strategies in autistic versus typical children. A combined speed-accuracy measure revealed similar performance in both groups, suggesting a similar pace in fluid reasoning development. Visual presentation of conceptual information seems to suit the reasoning processes of autistic children.

Design of Information Visualizations in the Internet of Nano-Things Air Quality Systems

Today's age is characterized by large amount of information that surrounds us in which visual information plays a significant role. Nanosensor air quality measurement systems that use Internet of Nano-Things technology enable the collection of big data. Ease of display and storage of information that the user can easily interpret are imperative in designing a visual interface. Only a good combination of visual elements complemented by data and map display will contribute to the clarity of the processed data. This paper will give an overview of the factors that affect the excellence of the transmission of visual information. Ways of presenting visualizations of air quality data measured by IoNT systems will be discussed through descriptive and empirical analysis of visualizations. A special emphasis is on the review of existing practices and principles, and the possibilities of visual presentation of information in this area will be explained through the discussion.

Educational animated videos in school education

The article gives the concepts of animation, educational animation and animated video. The relevance of the use of animated videos in the educational process is revealed, in particular, their use is described in cases where it is impossible to show a real object. The advantages of using educational animated videos as one of the ways of visual presentation of educational information are described. The formats for using educational animated videos in the learning process, including the distance format, are described. As an example, an educational animated video "Four-stroke internal combustion engine", created for use in physics lessons, is described, the purpose of its use and some features are considered. Recommendations are given for the effective use of animated videos in the educational process based on the author's personal experience.

Did you even see that? visual sensory processing of single stimuli under different locomotor loads.

Modern living and working environments are more and more interspersed with the concurrent execution of locomotion and sensory processing, most often in the visual domain. Many job profiles involve the presentation of visual information while walking, for example in warehouse logistics work, where a worker has to manage walking to the correct aisle to pick up a package while being presented with visual information over data-glasses concerning the next order. Similar use-cases can be found in manufacturing jobs, for example in car montage assembly lines where next steps are presented via augmented reality headsets while walking at a slow pace. Considering the overall scarcity of cognitive resources available to be deployed to either the cognitive or motor processes, task performance decrements were found when increasing load in either domain. Interestingly, the walking motion also had beneficial effects on peripheral contrast detection and the inhibition of visual stream information. Taking these findings into account, we conducted a study that comprised the detection of single visual targets (Landolt Cs) within a broad range of the visual field (-40° to +40° visual angle) while either standing, walking, or walking with concurrent perturbations. We used questionnaire (NASA-TLX), behavioral (response times and accuracy), and neurophysiological data (ERPs and ERSPs) to quantify the effects of cognitive-motor interference. The study was conducted in a Gait Real-time Analysis Interactive Laboratory (GRAIL), using a 180° projection screen and a swayable and tiltable dual-belt treadmill. Questionnaire and behavioral measures showed common patterns. We found increasing subjective physical workload and behavioral decrements with increasing stimulus eccentricity and motor complexity. Electrophysiological results also indicated decrements in stimulus processing with higher stimulus eccentricity and movement complexity (P3, Theta), but highlighted a beneficial role when walking without perturbations and processing more peripheral stimuli regarding earlier sensory components (N1pc/N2pc, N2). These findings suggest that walking without impediments can enhance the visual processing of peripheral information and therefore help with perceiving non-foveal sensory content. Also, our results could help with re-evaluating previous findings in the context of cognitive-motor interference, as increased motor complexity might not always impede cognitive processing and performance.

Visualising information in the educational process

Having exhausted the possibilities of intensifying the learning process in direct textual presentation of educational information, pedagogy turned to the patterns of activity manifestations of human mental functions. Overcoming the problems that have arisen with the massive penetration of clip thinking into educational processes requires both a significant modernisation of the educational process itself, and careful consideration of the features of the pedagogic situations created and the formation of an active attitude of teachers involved in the processes of upbringing pupils. The article examines the changes in the positions of participants in the educational process in connection with the intensively implemented technologies of visual presentation of educational information. The features of perception of oral and visualised educational information are described. The positive and negative features of the use of technologies focused on the development of visual thinking in pupils are noted. Aspects of the fractal movement of educational information are highlighted. Difficulties are noted in the introduction of technologies that apply procedures and methods of visual presentation of educational information. Some characteristics of the processes of creating visual images for pupils and their role in the didactic provision of the educational process are presented.

Good Practices for Sustainable Food Consumption and Reduction of Food Waste in Bulgaria

The present study focuses on a little-studied area in the Bulgarian context - sustainable food consumption. The study aims to map good practices in this field in Bulgaria. The Food System Mapping method has been applied to gather information on good practices, while meeting the requirements for appropriate selection of participants and for visual and interactive presentation of shared information. The mapping was carried out during a discussion with 41 stakeholder representatives since the imposition of sustainable food consumption patterns in the country, divided into 7 groups. After content analysis the answers of the participants in the discussion have been coded, categorized and positioned at the appropriate stages. The results obtained were validated by five experts in this field. A discussion of the identified good practices in terms of their position at the relevant stage of the sustainable agri-food chain has been held: sustainable food production; sustainable food processing and distribution; sustainable food consumption and prevention of food loss and waste. The role of stakeholders in sustainable food consumption and in reducing food waste in Bulgaria along the sustainable agri-food chain has been also revealed. In conclusion, the need for change of the business models of production, processing, distribution, trade, and imposition and dissemination of the identified good practices for change of consumer behaviour and prevention of food loss and waste has been emphasized.

A new application of the temporal contiguity effect in designing narrated slideshows.

We investigated whether the temporal contiguity effect, which holds that information sources, such as visual information and narration need to be temporally coordinated for learning to be effective, can also be found in narrated slideshows. A concurrent presentation-key point format (CPK), in which visual information sequentially appeared as key points on the slide with corresponding narration, was compared to a concurrent presentation-whole format (CPW), in which visual information was shown all at once on the slide with corresponding narration, and a sequential presentation format (SP), in which the narration was played first before all the corresponding visual information was presented at once. Ninety-nine undergraduates were randomly divided across the CPK, CPW and SP conditions. Results revealed that participants in the CPK group had higher post-test performance and learning efficiency than participants in the CPW and SP conditions. Performance in the CPW condition was higher than in the SP conditions, but only in terms of learning efficiency. The results suggested that the occurrence of the temporal contiguity effect not only depends on whether the presentation of narration and visual information in narrated slideshows is concurrent or not, but also on how concurrent it is.

Специфика использования визуализации в образовательном процессе вуза

Visualization is a method of visual presentation of information that affects the effectiveness of students' assimilation of new knowledge, the formation of the ability to critically comprehend the study material, and the ability to independently create schematic maps. We consider the essence of visualization, its functions and features, the influence on the student's mental and cognitive activity. The use of visualization is possible due to specifics of the perception of visual information by the student. The difference between visualization and visibility is revealed. We consider the indicators for the successful and effective use of visualization tools in the educational process of the university. The practical experience of using visualization during the learning process is analyzed. Despite the need to use visualization, there are certain difficulties in introducing its means into the educational process of higher education, but if we approach this issue competently, considering all the features, nuances and risks, the result of this activity will improve the quality of the educational process and increase the level of formation of universal competencies of students.

Design of Electrode Placement for Presenting Phosphenes in the Lower Visual Field Based on Electric Field Simulation

Presenting visual information, called phosphenes, is a critical method for providing information on the position of obstacles for users of walking support tools for the visually impaired. A previous study has established a method for presenting phosphenes to the right, center, and left of the visual field. However, a method for presenting information on the position of obstacles around the feet using phosphenes, which is essential for the visually impaired, has not been clarified. Therefore, in this study, a method for presenting phosphenes in the lower visual field is presented, towards the aim of realizing a safe walking support tool. Electrode placement is proposed in this paper for the presentation of phosphenes to the right, center, and left of the lower visual field based on the electrode placement method used in the previous study, which presents the phosphene in three locations of the visual field. In addition, electric field simulation is performed, focusing on the electric field value on the eyeball surface, in order to observe whether the proposed electrode placement is able to stimulate the intended region. As a result, it is shown that the intended region on the eyeball surface can be stimulated locally with each of the proposed electrode placements.

Ambisonics Sound Source Localization With Varying Amount of Visual Information in Virtual Reality

To reproduce realistic audio-visual scenarios in the laboratory, Ambisonics is often used to reproduce a sound field over loudspeakers and virtual reality (VR) glasses are used to present visual information. Both technologies have been shown to be suitable for research. However, the combination of both technologies, Ambisonics and VR glasses, might affect the spatial cues for auditory localization and thus, the localization percept. Here, we investigated how VR glasses affect the localization of virtual sound sources on the horizontal plane produced using either 1st-, 3rd-, 5th- or 11th-order Ambisonics with and without visual information. Results showed that with 1st-order Ambisonics the localization error is larger than with the higher orders, while the differences across the higher orders were small. The physical presence of the VR glasses without visual information increased the perceived lateralization of the auditory stimuli by on average about 2°, especially in the right hemisphere. Presenting visual information about the environment and potential sound sources did reduce this HMD-induced shift, however it could not fully compensate for it. While the localization performance itself was affected by the Ambisonics order, there was no interaction between the Ambisonics order and the effect of the HMD. Thus, the presence of VR glasses can alter acoustic localization when using Ambisonics sound reproduction, but visual information can compensate for most of the effects. As such, most use cases for VR will be unaffected by these shifts in the perceived location of the auditory stimuli.

Dual Nature of Students’ Knowledge Formation in the Pandemic Period: Pedagogical and Psychological Aspects

The paper focuses on pedagogical and psychological facets of students’ knowledge formation impacted by the coronavirus pandemic situation worldwide. It was found out that the emergent transition to online education was mostly fruitfull for the development of new learning technologies, but at same time many students experienced frustration and uncertainty, studying independently; some lecturers were not ready to refuse from traditional frontal teaching methods. Theoretical analysis was applied to study classic and modern scientific works on the nature of the phenomenon of knowledge and its formation. Comparative analysis of the latest publications on this topic revealed that actual pedagogical approaches stated the importance of learners’ active participation in the interactions and interrelations within the system of the learning process and the relevance of the socio-cultural context of new knowledge presentation. Pedagogical observation and expert evaluation enabled authors’ exploring Generation Z students’ cognitive modes and psychological background, featured by practically oriented motivation, clip thinking, ability for multitasking, prevailing unvoluntary attention and weak memorization, preference for visual presentation of information. Theoretical synthesis and compilation implementation enabled working out practical recommendations for intensifying the process of knowledge formation of Generation Z students. The outcomes of the study were used to modernize an e-course “Methods of Teaching in Higher Education Institutions”, so that it met contemporary demands.