Visual Knowledge Representation Research Articles

A Review on Tool Life in Coal Measures Rocks

Tungsten carbide inserts in rock drill bits are predominantly used in drilling rocks, particularly in mining industries. The research studies performed on drill bits have been limited to several factors such as collecting failure data of bit components from the field, conducting wear tests considering rock properties, and introducing new coated insert materials. The role of Artificial Intelligence (AI) and Machine Learning (ML) for the betterment of tool wear with real-time data is limited. The present study has offered an evaluative perspective of an essential industrial issue. In this review, a concept map presents a visual organization and representation of knowledge obtained during the study. Utilizing the propositions from the concept map, a brief review of the integrated concepts of researchers relating drill bits, failure data, numerical and statistical models, wear analysis, reliability assessment, and prerequisites in developing new materials have been discussed in the backdrop of the present study.

MechGPT, a Language-Based Strategy for Mechanics and Materials Modeling That Connects Knowledge Across Scales, Disciplines, and Modalities

Abstract For centuries, researchers have sought out ways to connect disparate areas of knowledge. While early scholars (Galileo, da Vinci, etc.) were experts across fields, specialization took hold later. With the advent of Artificial Intelligence, we can now explore relationships across areas (e.g., mechanics-biology) or disparate domains (e.g., failure mechanics-art). To achieve this, we use a fine-tuned large language model (LLM), here for a subset of knowledge in multiscale materials failure. The approach includes the use of a general-purpose LLM to distill question-answer pairs from raw sources followed by LLM fine-tuning. The resulting MechGPT LLM foundation model is used in a series of computational experiments to explore its capacity for knowledge retrieval, various language tasks, hypothesis generation, and connecting knowledge across disparate areas. While the model has some ability to recall knowledge from training, we find that LLMs are particularly useful for extracting structural insights through Ontological Knowledge Graphs. These interpretable graph structures provide explanatory insights, frameworks for new research questions, and visual representations of knowledge that also can be used in retrieval-augmented generation. Three versions of MechGPT are discussed, featuring different sizes from 13 × 109 to 70 × 109 parameters, and reaching context lengths of more than 10,000 tokens. This provides ample capacity for sophisticated retrieval augmented strategies, as well as agent-based modeling where multiple LLMs interact collaboratively and/or adversarially, the incorporation of new data from the literature or web searches, as well as multimodality.

Concept Mapping: Unleashing the Power of Visual Learning in Science Education

Concept mapping is an effective approach for improving learning in science education by using visual representations of knowledge. The purpose of this quasi-experimental study is to determine the effectiveness of concept mapping as visual representations in increasing understanding of concepts and knowledge retention among secondary school students studying science. The students in the research are divided into two groups: the experimental group (N = 45), which gets instruction using concept mapping methods, and the control group (N = 50), which receives instruction using conventional methods of teaching. Participants in this study were chosen at random from two public secondary schools in Kathmandu and the Lalitpur district. To evaluate both groups' understanding and recall of scientific concepts, a pre-and post-test approach was used. The outcomes of this study will give important insights into the effectiveness of concept mapping as a method of instruction in science education. It is hypothesized that students in the experimental group who participate in concept mapping activities will show better conceptual understanding and retention than students in the control group.

Harnessing the Power of Infographics in Education

Infographics are visual representations of knowledge or data meant to present complex information quickly and clearly. They use pictures, diagrams, maps, charts, graphs, and statistics to present information. They often prove effective in educational contexts as they use imagery to highlight, explain, or enhance text-based information. They capture attention, convey information, and encourage data retention among learners. This study was an ardent effort towards using static infographics in English linguistic contexts to know the students’ perceptions and attitudes as infographics is still a new trend in education.  The sample comprised 70 female undergraduate students of the Department of English, Samtah University College, Jazan University. A structured questionnaire was adapted to meet the requirements of the study. The results revealed that using infographics as a teaching strategy motivates students to become active participants in the classes to comprehend the relationship between the graphics and data. Using infographics as a learning strategy inspires students to learn from their peers and as an assessment tool,  drives them to introspect themselves to improve their oral presentations/assignments/course projects. The students develop critical thinking, analytical ability, logical reasoning, collaborative learning, and information analysis. Summing up this study, it is recommended that university students should enhance their digital awareness and willingness to use infographics in learning contexts. It is suggested that if the teachers support, facilitate, and encourage Saudi students to use infographics they would become autonomous learners and be successful in their academic endeavors.  

ФУНКЦІОНУВАННЯ ІНФОГРАФІЧНИХ РЕСУРСІВ У ТЕКСТАХ НОВИН (НА МАТЕРІАЛІ ОНЛАЙН-НОВИН СЛУЖБ BBC І CNN)

The article highlights the use of infographics to effectively present the news material at BBC and CNN web pages. Infographic is a visual representation of information, data and knowledge. The infographic types that are widely used in news texts include maps, different kinds of graphs and charts such as bar/line/pie/column/bubble/gauge/stock/waterfall/flow charts; area/ hierarchy/circuit/tree diagrams; pictographs, timelines. Also, the symbiosis of infographic resources and additional graphic components (images, icons, geometric shapes, colour, numbers, and headers) was taken into account within the scopes of the current research. All of these allow controlling the infographics flow. Both verbal and nonverbal elements are considered to be crucially significant in creating the eye-catching and attention-grabbing infographic picture. Besides, the digital mode and colour play a significant role in presenting the information infographically. Numbers convey large amounts of information briefly and accurately and colour denotes emotionally valuable metaphorical meaning, stylistic and associative properties. The visual and the verbal can be integrated into a single syntagmatic unit. Verbal elements elucidate and decipher the nonverbal symbols, restate the message of the infographic image in a more precise way, distilling just one from the many possible meanings the image might have. Verbal items are represented by means of a single lexeme, a word combination or a simple sentence. Nonverbal components provide the verbal ones with the essential and highly informative visuals by showing the data, presenting many numbers in a small space, making large data sets coherent. They serve a reasonably clear purpose of description, exploration, tabulation and decoration. The visual elements serve as syntax identifying the participants by nonverbal means. Infographic is an effective and powerful tool to explain complex issues in a way that can quickly lead to insight and better understanding by making information easy to digest, educational, and engaging.

Integrating Qualitative and Quantitative Methods to Evaluate Performance of the Brazilian Network for Continuous Global Navigation Satellite System (GNSS) Monitoring (RBMC)

We discuss a qualitative analysis of the efficiency of the Brazilian Network for Continuous Global Navigation Satellite System Monitoring (RBMC) using the Complex Holographic Assessment of Paradoxical Problems method (CHAP²), whose premise is the organization of intersubjectivity facilitated by the use of visual representation of structured knowledge (conceptual mapping) to increase the degree of consciousness to manage the paradoxes resulting from the complexity of living systems. We also describe a quantitative evaluation using Data Envelopment Analysis (DEA) allowing a ranking in terms of efficiency for further assessment by a professional of the area. The outcome of this study would be useful for IBGE (Brazilian Institute of Geography and Statistics) managers to be aware, for instance, of the suppliers and manufacturers of equipment available (receiver and geodetic antenna, Internet connection and constant supply of electricity) in efficient and ineffective stations, to guide new acquisitions, among other applications.

Memorial design as information creation: Honoring the past through co-production of an informing aesthetic

Information behavior scholars are increasingly exploring information creation; however, these studies focus primarily on individuals' processes. The Melbourne Korean War Memorial (MKWM) used an interdisciplinary co-creation process, combining expertise in architecture, industrial design, engineering, and history. Over a two-year period, the MKWM research/design team worked with government officials and community members, from ideation and prototype design, through construction and installation of the completed memorial. The finished product informs the viewer about historic events, while also meeting architectural and design best practices. The co-authors' analysis of the information co-creation process constructs a new model of an informing aesthetic, where the memorial design embeds three types of information: explicit (e.g., photographs); implicit (e.g., national flowers); and embodied (e.g., pathway elevation). By combining research expertise with community feedback, while meeting technical and government design needs, the memorial informs about the war through a combination of statistics, storytelling, and visual knowledge representations.

GRAPHIC SYMBOLISM AND VERBAL CONTEXT (BASED ON GERMAN SPECIALIZED TEXTS OF THE 17th–18th CENTURIES)

Modern linguistic analysis of speech works has to take into account the multi-channel functioning of human communication. German written specialized texts of the Enlightenment (17th to 18th centuries) are characterized by the authors’ desire for a visual representation of knowledge. Therefore, the study of visual components andtheir role in the transfer of special knowledge and techniques for practical actions, is becoming relevant and of great importance. The material of the study was three texts on agriculture: Stratagema Oeconomicum, Oder Akker-Student by S.Gubertus; HausFeld-Artzey-Koch-Kunst- und Wunder-Buch by I.Thieme; and Oeconomus Prudens et Legalis, oder Allgemeiner Klug- und Rechts-verständiger Haus-Vatter by F.Florin. The purpose of the study is to provide a linguistic analysis of the ways in which graphic/visual components are integrated into a verbal context. In the course of the study, visual components of the books’ title pages were identified and described, and ways of introducing graphic and visual elements into the text were analyzed. The graphic elements are integrated either directly into the text or through various schemes and drawings with a title and description. The most illustrative way of conveying special knowledge in the practical field of activity is a combination of graphic symbols and a visual image of an object with a verbal explanation of the object’s structure. The integration of visual representation into the verbal context in conjunction with other components of the message makes it possible to fully and adequately explain the structure and functional purpose of the object.

Strategic decision making in project management: a knowledge visualization framework

PurposeManaging a project involves taking a number of critical decisions that can have a crucial impact on the success or failure of the initiative. The analytical definition and visualization of the main components of a project can support project managers engaged to address the right issues at the right time. This article aims to identify crucial crossroads in the management of a project and to provide a visual representation of knowledge involved into a system of project components and decisions.Design/methodology/approachA design science process is adopted to define the initial goals and requirements and to develop the knowledge visualization framework. Expert feedback is also gathered to obtain a preliminary validation of the framework.FindingsMoving from a system view of project dimensions, we identify eight types of strategic decisions, i.e. growth, problem shifting, goals balancing, escalation, rewarding, resource allocation, problem fixing and cooperation. We then present a visualization map of project decision making addressing six categories of knowledge (i.e. “what-knowledge”, “how-knowledge”, “who-knowledge”, “why-knowledge”, “what for-knowledge”, “when-knowledge”).Research limitations/implicationsThe framework needs further theoretical refinement in terms of more fine-grained decision types, other determinants and the reciprocal influence in the management of project activities.Practical implicationsThe article can support project managers attempting to build a comprehensive view of project decisions, and it can be a basis to develop novel types of knowledge management systems for project-related applications.Originality/valueThe article proposes a new approach to sustain strategic decision making in project management by adopting a knowledge visualization view. Moreover, it provides an operational tool for managers and analysts at different levels engaged into the management of a project.

TermFrame: A Systematic Approach to Karst Terminology

We describe a systematic and data-driven approach to karst terminology where knowledge from different textual sources is structured into a comprehensive multilingual knowledge representation. The approach is based on a domain model which is constructed in line with the frame-based approach to terminology and the analytical geomorphological method of describing karst phenomena. The domain model serves as a basis for annotating definitions and aggregating the information obtained from different definitions into a knowledge network. We provide examples of visual knowledge representations and demonstrate the advantages of a systematic and interdisciplinary approach to domain knowledge.

A Study on the Visual Representation of Knowledge of IB Teachers Using Visual Narrative

In previous studies, it has been pointed out through interviews that International Baccalaureate teachers tend to have constructivism-based teaching and learning theories, while Japanese teachers tend to have objectivism-based teaching and learning theories. However, we believe that there are weaknesses in the previous studies. First, they are verbal surveys, which limits their ability to get at the reality of teachers'' perceptions. Second, despite the importance of how teachers understand about knowledge as a basis for adopting new teaching and learning theories, these studies focus only on teaching and learning theories and not on how teachers cognize about knowledge. Therefore, this study attempts to overcome these weaknesses by interviewing teachers about their visual representation of knowledge using the research method of visual narratives proposed by Yoko Yamada. The teachers who cooperated in our research were three IB teachers and three non-IB teachers. We modeled the commonalities in their visual narratives and discussed them. The outcomes of the above study are the followings. First, we showed that it may not be easy to categorize IB teachers and non-IB teachers based on the image of knowledge they have. Second, we found cases in which the image of knowledge and the image of teaching and learning did not mesh or were parallel in individuals. Lastly, we pointed out that there is a strong affinity between IB teacher education and visual narrative. On the other hand, one of the limitations of this study is that it is a hypothesis-generating study, using the method of visual narratives, which is not established in teacher pedagogy or IB research. In light of the above, future perspectives include increasing the number of research subjects and deepening our understanding of how teachers'' understanding of knowledge are formed and transformed. In addition, by continuing to conduct interviews using visual narratives, we hope to develop the potential of visual narratives as a research method in teacher education. Furthermore, we would like to explore the effectiveness of visual narratives as a way to reflect and transform perceptions about knowledge.

Visual didactic regulators as instruments of learning activity: Development and applied aspects

Introduction. The competitive advantage in the field of critical knowledge and technology exacerbates the problem of the effectiveness of intellectual activity and the means of its support in science, production and education. Such visual aids, formed by conceptual and graphic elements, such as concept maps, frames, structural logic diagrams, etc., contribute to the theoretical analysis and generalisation of the formed images and representations of learners. According to the degree of the development of these visual aids, the emphasis shifts from the function of visibility to the function of the organisation of activities. The term “visibility” (associated with the initial images of perception and representation) is substituted by the term “regulator” (focused on the organisation of further activities of the student). The hypothesis assumes the expediency of the development of conceptual and graphic means of visualisation in the form of visual didactic regulations, which are the subject of research.The present research aims: to discuss the problem of the creation of didactic regulations for educational activities; to study the development of conceptual-graphic means of visibility and factors for improving their functionality; to forecast the development of this type of means based on the visualisation of the logical-semantic modelling of knowledge; to clarify terminology and applied aspects; and to conduct experimental approbation in the conditions of distance learning.Methodology and research methods. The research methodology is based on the fundamental didactic principle of visualisation, which is necessary for the transition in the process of cognition from sensory perception to abstract thinking and contributes to the combination of abstract thinking with visualisation in teaching. The research methodology is also based on the method of logical-semantic modelling of knowledge and the following criteria for the study of conceptual-graphic means of visualisation: the application of the cognitive principles of knowledge representation; the use of universal instructional analysis activities to transform knowledge; the applicability of graphical representation of content. The methodology for the formation of didactic regulations included a visual presentation of the results of logical-semantic modelling of knowledge using universal educational actions and coordinate-matrix graphics. The method of experimental approbation of regulations in distance learning involved: the participation of students of four specialities and university teachers; a questionnaire survey of students; mastering, designing and using didactic regulations on the topic of experimental studies.Results and scientific novelty. The search on the databases of scientific documents of the Russian Academy of Education, the Electronic Scientific Library, Scopus, WOS and the Internet revealed the apparent lack of research and development of didactic regulations of a conceptual-graphic type. It was established that the main reason for the development of conceptual and graphic means of visualisation is the complexity of the tasks to be solved in science, production and education. It is demonstrated that the improvement of the functionality of conceptual and graphical tools is explained by the application of the principles of cognitive visual representation of knowledge and the method of logical-semantic modelling. The basic structures of the regulations were predicted and formed; the terminology of the research approach was clarified; the application of the tools for educational and project-based activities, interfaces of computer training programs is considered.Practical significance. The functionality of visual didactic regulators expands the potential of visibility and complements the tools of the teacher and the student. Moreover, they can be used in teaching technologies, research activities and design, when creating computer training programs.

A Visual Approach for Developing Social Enterprises

The emerging interest in social entrepreneurship is challenged in practice by the complexity of balancing economic and social aspects, and by the difficulties of getting the public to understand the very concept of social enterprising. How can we support social entrepreneurs in developing and growing their organizations? The cognitive advantages of thinking and working visually are well established in the literature, but not yet applied to guide the entire social enterprising process. Mapping and communicating ideas visually can provide several benefits, not only in the ideation phase, but also for managing, optimizing, and growing a social enterprise. We present a framework with visual formats that can be utilized by social entrepreneurs in each specific phase of the social enterprise development: (1) idea generation, (2) social enterprise model refinement, (3) idea promotion and resources acquisition, (4) planning, (5) sales and instructions, (6) scaling impact, and (7) measuring and monitoring. At a theoretical level, the framework aims to structure and summarize the benefits of visual representations of knowledge for the field of social entrepreneurship. This visual approach has practical applications for social entrepreneurs who can utilize it as an overarching tool, for an informed selection and use of visualizations to support the development of their social ventures. 

A Reading of Political Reproduction of Design at French World Expos

Throughout the history of international Expos, first held in Great Britain in 1851, governments made constant effort to reproduce a realm of design aligned with their policies. For instance, the republican French government decided to run a series of dynamic Expos in Paris in 1878, 1889 and 1900. Having just survived the 1870s crisis, the nation used them as respond to a fresh political situation at both national and international levels. Accordingly, this study attempts to provide a reading of the three Expos through a descriptive-explanatory approach, so as to find how design in the realm of Expos held by the French government was reproduced to fulfill political goals. The results suggest that the French government adopted various strategies to institutionalize innovative designs, somehow regarded as political reproductions of art, including: promoting tourist consumerism, building revolutionary monuments, and inventing primitive traditions. As for the first strategy, a new visual representation of information and knowledge about products was exhibited to create a kind of enjoyable entertainment. This provided the government with an opportunity to fulfill its developmental needs as consumer goods or industrial structure through interaction with public opinion and viewpoint. On the other hand, growth of economic capital was supposed to be aligned with its function and value of innovative progress. As for the second strategy, a kind of visual infatuation was created to portray the revolution eternally ideal. Finally, the third strategy kept its human utilization through a comprehensive monitoring over ethnic designs.

La representación visual del conocimiento científico y su característica naturaleza epistémica, heurística y comunicativa

En este artículo se aborda la naturaleza de la representación visual del conocimiento con numerosos ejemplos históricos y contemporáneos a partir del análisis de sus características definitorias en tanto que representación epistémica, heurística y comunicativa. Con este fin, a lo largo del texto se despliega la argumentación al respecto con el objetivo de reivindicar el significativo papel que la representación visual ha tenido y tiene en la actualidad para la actividad científica y la elaboración de conocimiento. Y, finalmente, se hacen algunas consideraciones en torno al estatuto de la representación científica en el complejo marco de la cultura visual contemporánea reclamando la urgente necesidad de abordar con mayor intensidad este tipo particular de representaciones visuales desde su naturaleza epistémica, heurística y comunicativa.

A Citizen-Centric Approach for the Improvement of Territorial Services Management

In the last decade, there has been a growing awareness that the involvement of citizens in decision making can produce an immediate and positive impact on actions to be taken, as they are the real owners of knowledge about the place where they live. By collecting and geolocating data through smartphones and the Internet, citizens in fact can help decision makers both create sharable spatio-temporal information about objects and phenomena and interpret territorial dynamics. However, although such a role has been definitely recognized, the lack of a homogeneous paradigm for structuring the sensing process, managing the geo big data produced and handling services makes it difficult to exploit such a potentiality. In this paper, we describe a citizen-centric approach conceived to build territorial knowledge useful to provide decision makers with a timely and reliable picture of the status of a given territory. In particular, a visual representation of geospatial knowledge is described, which summaries context-sensitive information about a territory and its citizens, thus improving the land monitoring tasks. An information system, SAFE, is finally presented, which consists of a Web and a mobile component to manage citizen supplied data to be integrated for building reliable dynamic scenarios.

Effects of a multi-level concept mapping-based question-posing approach on students’ ubiquitous learning performance and perceptions

The literature indicates that the use of mobile devices, wireless communication and sensing techniques can enhance students' learning in authentic environments and improve their learning effectiveness. Good learning strategy guides are essential for successful inquiry learning, and the question-posing strategy has been acknowledged as a type of high-level cognitive strategy that plays an important role in facilitating students' knowledge integration in the inquiry learning process. However, question posing seems challenging for many students and may lead to heavy cognitive load when appropriate scaffolding is not available. To solve this problem, the present research imported a concept mapping knowledge representation model as an auxiliary strategy for question-posing activities based on the research finding that visual knowledge representations are conducive to high-order thinking. It also developed a ubiquitous learning system which integrated multilevel concept mapping and question-posing strategy guidance to investigate the application effects of this learning model. A quasi-experimental design was applied, and an experiment was conducted to measure 5th graders’ learning of a plant unit of the natural science curriculum. Students in the experimental group learned with the proposed ubiquitous learning system based on the multilevel concept mapping and question-posing approach, while those in the control group learned with the ubiquitous learning system based on the question-posing approach. The results showed that the students in the experimental group significantly outperformed those in the control group from the perspectives of learning achievement and question-posing performance, but no significance was found in their cognitive load, meta-cognitive awareness, and science learning strategies.

Computerized and distance learning systems (the case of medical diagnostics)

The purpose of this paper is to analyze the current state and the possibility of developing computer systems of various types in education (the case of medicine). Particular emphasis is on the use of case studies that combine linguistic and multimedia components and on intellectual technologies to implement the learning process, individually controlled at different stages. The considered methods of knowledge engineering in the construction of intelligent systems form the skills of individual and teamwork. A separate aspect is the methods and means of distance learning with the use of telemedical and internet technologies in teaching and continuous professional development. Ontologies are used as a means of cognitive visual representation of knowledge. They find application in the presentation of medical knowledge that characterize pathological processes. Intellectual maps and concept maps are used as the primary analysis of logical relationships of characteristics. Role games contribute to the development of knowledge extraction for expert systems. This allows all members of the group to simulate the roles of a knowledge engineer and an expert. In addition, the teacher corrects, if necessary, this process and indicates in conclusion on the mistakes made and the unused possibilities for optimizing the dialogue between the student-cognitive scientist and the student-expert. Based on case-method it is proposed to implement examples and questions from clinical practice, including video fragments. This allows you to monitor the correctness of the actions of students during inspections and manipulations. The expert system and remote methods of work are used for the analysis of microscopic drugs under the supervision of the teacher. Building an intellectual learning system that includes cases is the basis for acquiring the skills of differential diagnosis in the process of examining a virtual patient. Telemedical technologies, using different video cameras, suggest remote teaching of not only theoretical, but also clinical subjects with examination of patients, including testing of students and video examinations. As a result of the research, the author proposed schemes of computerized and intellectualized technology for teaching medical subjects of various types (morphological, clinical, and cybernetic). This contributes to the increase of knowledge, taking into account the individual abilities of students on personal programs, forms skills to extract and analyze the information received. Videoconferencing allows you to improve your skills remotely at the place of work in the process of contact with lecturers and teachers. Specially developed approaches presuppose remote examination and diagnostics under the supervision of the teacher. In addition, demonstration of patients with various pathologies during telelectures. These approaches offer opportunities for individual mastering of knowledge based on modern methods of electronic education and intellectual technologies. Personalization of the approach to learning allows you to repeat the insufficiently mastered sections of the material. Distance learning methods will allow setting and solving tasks of continuous improvement of professional skill of medical workers on a fundamentally new level. In principle, the use of many of these approaches is possible in other areas of education.

Visualization of literary knowledge and the iComic turn: Towards a graphic history of Modern Greek literature

Abstract This article focuses on the visual representations of literary knowledge and the combination of visualized information with a didactical scope. It begins with a theoretical overview of current terms, such as visual, new (and multimodal) literacies, graphic and educational comics and visual adaptations of literary classics. Furthermore, the essay proposes the term iComic turn as a new term for the recent blooming of editions of graphic literary adaptations. The article subsequently focuses on examples of how comics could be integrated in the classroom presenting some draft sketches of A Graphic History of Modern Greek Literature.

The Role of Infographics for the Development of Skills for Cognitive Modeling in Education

Contemporary culture is a visual culture. Visual images become the predominant form of communication. Students should be visually literate and be able to read and use visual language, to decode, interpret and evaluate visual messages successfully, and, last but not least, to encode and compose meaningful visual communication. The combination of modeling with other methods in scientific knowledge increases its potential as a cognitive method. Infographics can play a significant role in the process as tool or target according to the age and cognitive abilities of the students. Information images (infographics) are visual representations of information, data or knowledge. The use of infographics as a modeling method can develop different cognitive skills such as interpretation, analysis, assessment, conclusion, explanation, which are all part of the modeling process. In fact, they can be a tool for achieving the next stage of literacy - visual literacy. All this necessitates the exploration of infographics as an instrument in the development of a comprehensive system of cognitive tasks in education related to the formation of skills for modeling. In the paper, six types of cognitive tasks in education are analyzed as well as their relation to the visual literacy competence standards approved by the Association of College & Research Libraries. A comparison of freely available infographics tools is provided and the suitability of different infographics templates is discussed.