Visual Instruction Research Articles

Idealized Bodies and the Visual Turn after the First World War: American Children's Public Health Campaigns

As children's public health education in the United States became significantly invested in visual instruction and pleasurable learning experiences following World War I, these methods sought to redefine healthy bodies through a twofold approach: appeals to the burgeoning film industry and idealized celebrity bodies, and a wide-reaching program of statistical measurement initiatives. In this process the child's body was reimagined through the trope of the movie star – an immaterial and depthless projection immune from the physical effects of war – and also abstracted via mass statistical measurement programs that paralleled contemporary eugenics practices. Both methods aimed at a de-materialization of the body to ward off the painful reality of physically weak, malnourished children and the badly damaged bodies of returning veterans. Thus, post-WWI children's health education became an ambivalent corporeal topography in which the body functioned as a site of play and imaginative edification caught between the deeply misguided scientific idealism of eugenics and new forms of presenting physical perfection through modern cinema and beauty culture.

ТЕХНОЛОГІЇ КОМП’ЮТЕРНОЇ НАОЧНОСТІ ДЛЯ НАВЧАННЯ МАЙБУТНІХ ІНФОРМАТИКІВ

The article is devoted to the current problem of using computer visualization technologies to train future teachers of omputer science. The content of the concept of «computer clarity» and ways to implement the principle of clarity in student learning are considered. It was found that in comparison with the usual technical means of teaching, the use of computer visualization provides more opportunities for learning, namely: to fill the methodological material with a large amount of ready-made, carefully selected and organized educational material; to develop intellectual and creative abilities of students; independently acquire new knowledge for students and teachers. The use of computer visualization in the learning process encourages students to increase learning motivation, release from routine and voluminous work, focus on the main material, make the necessary calculations, graphical constructions, evaluate the results of individual stages of problem solving. This learning process for the teacher allows for wider application in pedagogical activities of creating new methodological learning technologies aimed at increasing the quality of education, to implement new ideas of the educational process. With computer visualization, students will be able to create, use and transform visual simulation graphics. The use of computer visualization by the teacher allows you to create and demonstrate a visual image of an object, process or phenomenon that can not be observed in real life. One of the means of computer visualization is a modern product GeoGebra., Created on the basis of the latest achievements in the field of information technology, which supports STEM education, innovations in learning. In a combination of various mathematical, statistical and symbolic calculations, you can freely work with educational material and use visual teaching methods. An example of the application of computer clarity in the process of plotting a function in three-dimensional space using the virtual service GeoGebra is considered. Using GeoGebra, you can use mathematical tools to build graphs, solve geometry problems, 3D spatial shapes, and more, visualize solutions, create models, build graphs, and view their images from different angles. Computer visualization allows you to go beyond the standard learning environment, to show clearly what cannot be seen, and more.

Keeping an Eye on Things: Deep Learned Features for Long-Term Visual Localization

In this letter, we learn visual features that we use to first build a map and then localize a robot driving autonomously across a full day of lighting change, including in the dark. We train a neural network to predict sparse keypoints with associated descriptors and scores that can be used together with a classical pose estimator for localization. Our training pipeline includes a differentiable pose estimator such that training can be supervised with ground truth poses from data collected earlier, in our case from 2016 and 2017 gathered with multi-experience Visual Teach and Repeat (VT&R). We insert the learned features into the existing VT&R pipeline to perform closed-loop path following in unstructured outdoor environments. We show successful path following across all lighting conditions despite the robot’s map being constructed using daylight conditions. Moreover, we explore generalizability of the features by driving the robot across all lighting conditions in new areas not present in the feature training dataset. In all, we validated our approach with 35.5 km of autonomous path following experiments in challenging conditions.

Factors that affect Teaching and Learning among Undergraduate Radiography Students in two Nigerian Universities.


 
 
 
 Objectives: To understand undergraduate radiography students’ perception on effective teaching and learning.
 Methods: Two hundred (200) radiography students from different academic levels of Nnamdi Azikiwe University, Nnewi Campus and University of Nigeria, Enugu Campus, were enlisted. Self-completion semi- structured questionnaires were used to obtain information from students on their perception of the teaching methods employed by lecturers.
 Results: Results revealed that factors such as teaching methods, lecturers’ knowledge of the subject, their disposition at lectures, use of clear concepts and their practical applications, learning environment, use of visual teaching aids, and use of non-judgmental feedback on students’ work can influence effective learning. Other influencing factors included workload and lecture scheduling, student academic level, age, gender and availability of facilities.
 Conclusion: The academic performance of students is not only influenced by the lecturer’s knowledge of the subject but also the method used, available facilities, the age and academic level of the students.
 
 
 
 
 

Factors that affect Teaching and Learning among Undergraduate Radiography Students in two Nigerian Universities.


 
 
 
 Objectives: To understand undergraduate radiography students’ perception on effective teaching and learning.
 Methods: Two hundred (200) radiography students from different academic levels of Nnamdi Azikiwe University, Nnewi Campus and University of Nigeria, Enugu Campus, were enlisted. Self-completion semi- structured questionnaires were used to obtain information from students on their perception of the teaching methods employed by lecturers.
 Results: Results revealed that factors such as teaching methods, lecturers’ knowledge of the subject, their disposition at lectures, use of clear concepts and their practical applications, learning environment, use of visual teaching aids, and use of non-judgmental feedback on students’ work can influence effective learning. Other influencing factors included workload and lecture scheduling, student academic level, age, gender and availability of facilities.
 Conclusion: The academic performance of students is not only influenced by the lecturer’s knowledge of the subject but also the method used, available facilities, the age and academic level of the students.
 
 
 
 
 

Field Testing and Evaluation of Single-Receiver GPS Odometry for Use in Robotic Navigation

Mobile robots rely on odometry to navigate in areas where localization fails. Visual odometry (VO), for instance, is a common solution for obtaining robust and consistent relative motion estimates of the vehicle frame. In contrast, Global Positioning System (GPS) measurements are typically used for absolute positioning and localization. However, when the constraint on absolute accuracy is relaxed, accurate relative position estimates can be found with one single-frequency GPS receiver by using time-differenced carrier phase (TDCP) measurements. In this paper, we implement and field test a single-receiver GPS odometry algorithm based on the existing theory of TDCP. We tailor our method for use on an unmanned ground vehicle (UGV) by incorporating proven robotics tools such as a vehicle motion model and robust cost functions. In the first half of our experiments, we evaluate our odometry on its own via a comparison with VO on the same test trajectories. After 4.3 km of testing, the results show our GPS odometry method has a 79% lower drift rate than a proven stereo VO method while maintaining a smooth error signal despite varying satellite availability. GPS odometry can also make robots more robust to catastrophic failures of their primary sensor when added to existing navigation pipelines. To prove this, we integrate our GPS odometry solution into Visual Teach and Repeat (VT&R), an established visual, path-following navigation framework. We perform further testing to show it can maintain accurate path following and prevent failures in challenging conditions including full camera dropouts. Code is available at https://github.com/utiasASRL/cpo.

Scratch and visual block programming in mathematics: perceptions of preservice teachers in Columbia

This research evaluates the use of visual block programming-based instruction and its possibilities in mathematics, from the perspective of future teachers. A visual programming environment was employed to introduce pre-service teachers to prepare mathematics activities and programming. The study followed a pre-experimental design with a sample of 65 pre-service teachers. A Wilcoxon test was used to evaluate the gains in the participants’ knowledge of computational concepts and attitudes towards Scratch as a pedagogic tool in mathematics. We analyzed open questions to evaluate the participants’ attitudes concerning programming applications, and their perception of advantages in the implementation of programming in mathematics. Although there is no significant improvement in learning, positive results were obtained for programming in the classroom, with significant improvements in motivation, active learning, fun, and the possibility of learning Cartesian coordinates and other mathematical concepts.

Facilitating chalk talks via visual teaching tools

Facilitating chalk talks via visual teaching tools

Virtual reality for procedural education: Lumbar medial branch radiofrequency neurotomy

Virtual reality (VR) simulation is an emerging tool in medical education. Simulation conducted in VR can reproduce procedural scenarios and allow for immersive interaction with anatomic models. This has the potential to improve understanding of anatomy and concepts relevant to interventional procedures.Here, we present a “proof-of-concept” modeling of lumbar thermal radiofrequency neurotomy through cost-effective, commercially available VR hardware and software. With this technology, we can demonstrate key fluoroscopic views and needle trajectories based on specific recommendations from Spine Intervention Society guidelines. Furthermore, the learner can manipulate the model in multiple 3-dimensional axes to visualize anatomy relevant to key fluoroscopic views. Finally, the content can be exported by recording a live casting stream, thus offering an approach for future content creation and collaboration.VR technology is an emerging educational modality that offers immersive and interactive features that may offer advantages to traditional visual teaching modalities.

Difficult topics in the revised biology curriculum for advanced level secondary schools in Rwanda: teachers’ perceptions of causes and remedies

ABSTRACT Literature affirms that teachers’ difficulties in mastering the subject content and its teaching can be responsible for students’ negative attitudes towards that subject. The present study sought to explore biology topics in the revised Rwandan curriculum which teachers have difficulties in teaching, the reasons for their difficulties, and ways to improve teaching and learning of such topics. Data were collected from a sample of 67 teachers who agreed to join the survey, and analysed both quantitatively and qualitatively. The results showed that 17 topics were considered difficult to teach and to learn. Molecular biology and biotechnology-related topics such as genetic engineering, gene technology, genetics, cell division, DNA replication, and protein synthesis were perceived as the most difficult to teach and learn. Teachers indicated a lack of content knowledge and visual teaching materials, inability to organise practical activities, overloaded curriculum, and the topics' abstractness to be among the reasons for the difficulty. Teachers suggested the use of virtual labs, 3D animations, provision of laboratory materials, reduction of the curriculum content, training and study visits as the practical options to alleviate the difficulties. Furthermore, the authors recommended different teachers’ professional development approaches and areas of focus for future research

Determining Required Teaching Methods in Distance Undergraduate Medical Education Based on the Non-University Learning Methods Medical Students Used During Covid-19: An Exploratory Factor Analysis.

In order to improve the distance learning experience for undergraduate medical education, this study aims to evaluate the teaching methods used by universities in Jordan during the distance learning period and identify the best methods in this situation based on non-university educational avenues utilized by medical students during COVID-19. We conducted a survey of 195 medical students from universities across the country using a questionnaire that measures how dependent students are on educational resources provided by universities before and during the distance learning condition and looks into medical students' most used non-university learning methods in face-to-face and distance learning conditions, and the extent to which medical students used them. We found that the main methods used by medical students for non-university learning were non-university educational videos like YouTube videos (92.8%) and non-university textual explanations (i.e., explanations on websites and summaries of materials made by other students) (67.7%). Before the remote learning situation, there was a large reliance on non-university learning materials, which rose significantly during the distance learning situation (p<0.001, r=0.54). We conducted a polychoric correlations-based Exploratory Factor Analysis (EFA) on 10 items, 7 of which were retained in the final model that revealed 2 factors, to analyze the relationship between the universities' educational methods used in distance learning and the non-university methods medical students used. The first factor reflected the change in "students' use of non-university visualization learning methods in distance learning" (external videos, general dependence on non-university methods, and simulation apps had the highest significant loadings (>0.3)). The second factor reflected the change in "universities' use of visualization and interactive learning methods in distance learning" (deductive discussions, educational videos, and practical methods had significant loadings). A moderately negative correlation was detected between the two factors after applying a Promax rotation (r=-0.41), indicating that the decrease in universities' use of visualization and interactive learning aids in connection with insufficient visualization in the distance educational sessions increased students' use of the aforementioned visualized learning methods in distance learning. This study identifies the optimal visual teaching aids to improve distance undergraduate medical education.

The Correlation Between Teachers' Visual Digital Media Design Ability and Effective Teaching

Enhancing teachers' visual digital media design ability is conductive to improving the effectiveness of classroom teaching of art design major. Thoroughly exploring, discussing, and studying the correlation between teachers' visual digital media design ability and effective teaching is a requirement for the professional development of art design teachers, and it is a very meaningful job for cultivating high-quality art design professionals. To this end, this paper aims to study the correlation between teachers’ visual digital media design ability and effective teaching. At first, this paper constructed an Evaluation Index System (EIS) for evaluating teachers’ visual digital media design ability, and gave the calculation methods and steps of the evaluation model based on the entropy weight TOPSIS method; then, the paper employed a Bayesian Convolutional Neural Network (BCNN) and made predictions on the multi-dimensional contribution of teachers' visual digital media design ability to effective teaching through the fusion of evaluation elements. At last, the effectiveness of the constructed EISs and models was verified by experimental results.

The Best of Two Different Visual Instructions in Improving Precision Ball-Throwing and Standing Long Jump Performances in Primary School Children.

Two observational learning approaches have been shown to be successful in improving children’s motor performances: one is “technique-focused”, another is “goal-focused”. In this study, we sought to compare the effectiveness of these two strategies, thus testing for the more efficient method of observational learning to enhance motor skills in primary school children. To this end, two experiments were designed. Experiment 1 involved a precision ball throwing task. Experiment 2 involved a standing long jump task. A total of 792 subjects (aged 6–11) participated in this study and were divided into technique-focus (Experiment 1 n = 200; Experiment 2 n = 66), goal-focus (Experiment 1 n = 195; Experiment 2 n = 68), and control groups (Experiment 1 n = 199; Experiment 2 n = 64). The experiments were divided into pretest, practice, and retention phases. During the practice phase, the technique-focus and goal-focus groups were given different visual instructions on how to perform the task. The results showed that children aged 10–11 belonging to the technique-focus group performed significantly better in the practice phase than both the goal-focus and the control group (p < 0.001), but only for the precision ball throwing task. These findings could be useful for training adaptation in the context of motor learning and skills acquisition.

Design, Characterization, and Usage of Fluorescent-DHFR as a Visual Biochemistry Lab Teaching Tool to Enhance Learning

Design, Characterization, and Usage of Fluorescent-DHFR as a Visual Biochemistry Lab Teaching Tool to Enhance Learning

Students skills development for conducting a productive intercultural communication

The problem of formation of students' intercultural communication skills is investigated. The factors that negatively affect the process of intercultural communication are determined, and algorithms for building productive intercultural communication of students are derived. The importance of the formation of students' skills of intercultural interaction through the development of cultural analysis of the communication situation and the development of strategies for conducting a dialogue of cultures is substantiated. The terms “hindrances” and “barriers” of intercultural communication are considered and it is concluded that they are close in meaning, but their difference is rather in the theoretical than practical sphere, and how in practice each of the communication failures can be considered from the point of view of different fields of knowledge. Special attention is paid to the importance of cognitive and affective components for the course of intercultural communication. It is emphasized that an important condition for teaching productive intercultural communication as a dialogue of cultures is the development and application of various methods and forms of work. The proposed methods of work are built in stages, while an important factor is the practical elaboration of the acquired knowledge, thanks to active and visual teaching methods that positively affect the development of students' personal characteristics necessary for the successful construction of a multicultural dialogue. This approach to solving the stated problem will allow students to realize the value of their own and other cultures, thanks to the penetration into cultural differences and mastering the practical skills of designing and conducting intercultural dialogue. The methods of formation of communicative skills for the successful conduct of intercultural communication are differentiated according to the tasks solved in the learning process in three directions: 1) didactic and empirical; 2) culturological, containing general cultural or culturally specific knowledge; 3) goal-setting (setting communication goals and ways to achieve it). Promising directions for further research are proposed.

О роли визуализации в обучении математике (на примере понятия функции)

In the teaching community, there is an ongoing discussion about the difference between visual and analytical thinking and the issues of psychological-pedagogical argumentation of the concept of visual teaching mathematics. Following the discussion, this paper is aimed to identify visual images understanding. The research objective is to identify the role of images in the formation of mathematical concepts (using an example of the concept of function). The novelty of the work is that an image is considered not as a result but as a condition for mathematical concept understanding. The authors used theoretical and experimental methods of study (the analysis of psychological and pedagogical sources, testing, and survey). To achieve the goal, special examinational questions were developed. The authors identified the role of influence of using images and concepts initially existing in the student’s mind on the efficiency of understanding the essence of a mathematical concept. The study revealed that students who have the skills of both visual and analytical thinking demonstrate the best results of understanding mathematical concepts. The research shows that visual and analytical types of thinking not always comply with each other, therefore, methodologically verified teaching mathematical concepts and relations should be proportionally balanced. The prevalence of any type of thinking by the students is individual. The essential prerequisite for successful application of visual teaching methods is to take into account the initial images, ideas, and associations of students in teaching. Visualization is an important method of learning mathematics; however, understanding mathematical concepts does not suppose isomorphism between understanding of a concept and its image.

The Grading Model of College Minority Students Based on Visual Information Technology

At present, the most effective teaching tool is the interactive visualization platform, which directly or indirectly promotes the development of the education field. In addition, the development of this technology will affect many existing fields. The purpose of visual education is to help learners grasp relevant concepts in teaching more clearly. At the same time, visualization technology has a wide range of applications in various teaching fields of computer technology. In programming and data structure courses, the use of visualization teaching platform can deepen the understanding of learners. Based on the visualization information technology, this paper makes an in-depth study on the grading model of minority students in colleges and universities. This paper designs a scoring model by using visualization technology, and uses the model to collect teachers’ scoring results of various indicators of ethnic minority students in colleges and universities, and finally analyses the data.

The Application of Art in the Enhancement of Speaking Skills in Greek State Primary School Students of Pre-A1 Level

The findings show that visual arts-based instruction positively impacts learners' oracy abilities, vocabulary development, and formulaic assimilation. Art has always been a potent medium for teachers of all subjects contributing to learners’ social, emotional, intellectual and physical evolution. However, it often becomes subjugated and considered as unnecessary and extracurricular. The particular research aims at exploring the ways Art can be integrated into the first grade of Greek State Primary School curriculum for English language learning and exploited for the benefit of young learners. More specifically, this research aims to investigate whether art, and particularly visual arts, can emerge as an invaluable tool which will enhance instruction for the learning of English as a foreign language, thus triggering motivation which will lead to young learners’ enhancement of their speaking skills. In addition to this, this research explores the effects of visual arts-based instruction on vocabulary, and language chunks development, through young learners’ engagement in a number of multisensory tasks deriving from works of art presented to them. For this reason, action research was carried out among thirty-two first grade learners of a state primary school in Greece, who were divided into two groups, a control and an experimental group. The information obtained through both quantitative and qualitative tools of data collection will be exploited for this research as they can prove that the participants of the experimental group improved substantially concerning all the three variables compared to the participants of the control group. The results of this small-case research cannot be disregarded as they indicate that the use of visual arts can have a considerably positive effect on young learners’ receptive and productive oracy skills.

Textbooks for primary school in the reception of Western Ukrainian teachers (the second half of the XIX – early XX centuries)

The process of creating school textbooks is continuous and is based on positive retrospective experience and modern demands of society to the content of education. Under such conditions, the study of the attitude of practising teachers and scholars towards textbooks for primary school in the second half of the nineteenth – early twentieth centuries is relevant for pedagogical science. The article analyses the ideas of Western Ukrainian teachers of the second half of the XIX - early XX centuries on the problem of compiling and using school textbooks, their role in education. The analysis of positive and negative characteristics of textbooks for primary school of the period under study is carried out. The main socio-economic and political factors influencing the state and functioning of textbooks for primary school are considered. The aim of the article is to analyse publications and ideas of Western Ukrainian teachers and scholars towards the structure of textbooks for primary school, scientific and accessible content, brevity, accuracy and quality of presentation, the language of textbooks, clarity of definitions, unambiguous use of terms. The research methodology involved: bibliographic search, comparative analysis, systematization and theoretical generalization, content analysis for analytical processing of literature. During the period under study, theoretical substantiation of textbooks for primary school structure, content, didactic principles of text construction began. The importance of visual instruction in primary school was emphasised. Numerous examples have shown the fact that teachers' dissatisfaction with school textbooks was due to excessive volume, numerous unsuccessful passages of texts with dry content, complex, unsuitable for the children’s style, terms and long sentences. Their main flaw was that the material was presented in a dry and tendentious way, thus creating obstacles to the development of interest in independent reading outside the school.

MODELING INTRAORGAN VASCULATURE USING PROCEDURAL AND MATHEMATICAL SPACE TRANSFORMATIONS

Background. The electronic methods in medicine are getting more widespread. The COVID-19 pandemic forced remote IT technologies to develop. It is necessary to create medical e-learning systems, in particular, to study anatomy of human organ vasculatures.&#x0D; Purpose. To create universal and realistic 3d-model of intraorgan vasculatures based on the vasculature morphometry results.&#x0D; Materials and methods. Morphometric data of real vascular networks, geometric modeling in plane and in scape, procedural spatial transformation of the vasculature according to the law of a logarithmic spiral were used.&#x0D; Results. A two-staged sequence for construction a geometric 3d-model is proposed. The model is built of the units of vasculature, which are called bifurcations (dichotomies). At the first stage, mathematical 2d-model of a vascular network fragment is build based on morphometric data of the geometry of vasculature. It reflects the structure and quantitative characteristics of the vascular bifurcations (dichotomies). At the second stage, data about third special coordinate is added and a procedural 3d-model of the fragment is built. To increase the accuracy of the model, the ability to bend the vessels and to differ diameters of their starting and ending points have been added.&#x0D; Conclusion. The universal 3d-model of a tree-like structure is presented as a visualization of the intraorgan vasculature. These models can be used as visual teaching aids in online education environment. To increase the informative and educational value of the model, visual images of various pathologies of the vasculature can be added.