Visualization Reasoning Research Articles

Visualization research of modern ceramic production art based on 3D modeling technology

Abstract This paper is based on the research of visual shell related technology of 3D modeling method to extract the corresponding points of the graphical shell, through matching, filtering and denoising operations, to obtain the accurate 3D visualization model and provide new creative ideas and paths for contemporary ceramic art. In the actual ceramic membrane visualization feature extraction, six feature quantities of ceramic membrane, namely, area, aspect ratio, area perimeter, circularity, diagonal length, and angular second-order moments, can be obtained. The application of the visualization technique proposed in this paper to teaching ceramic production art was assessed by the performance of the knowledge answer questions. Regarding the average score, the experimental group (75.5) performed significantly better than the control group (63.6). Significant differences were found between the experimental and control groups in mental rotation (P=0.03<0.05), spatial visualization (P=0.006<0.05), and spatial reasoning skills (F=6.98, P=0.014<0.05). However, the two groups had no significant difference in spatial orientation (P=0.13>0.05). This suggests that the immersive learning environment of visualization technology can significantly enhance learners’ spatial reasoning skills, mental rotation, and spatial orientation.

A smart conflict resolution model using multi-layer knowledge graph for conceptual design

Reducing the impact of conflicts on requirement-function-structure mapping in the early stage of product design is an important measure to achieve conceptual innovation, which relies on accurate reasoning of multi-domain knowledge. As product requirements become more personalized and diverse, traditional discrete knowledge organization and reasoning methods are difficult to adapt to the challenges of continuity and precision in conceptual solution. Knowledge graphs with complex networks have obvious advantages in association detection, knowledge visualization, and explainable reasoning of implicit knowledge, which offer innovative opportunities for conflict resolution in conceptual design. Therefore, a smart conflict resolution model using a multi-layer Knowledge Graph for Conceptual Design(mKGCD) is proposed in this study. A knowledge expression form of FBS-oriented design patent vocabulary is proposed, which is used for knowledge entity recognition and relation extraction based on natural language processing. A label mapping method based on inventive principles is used for patent classification and a four-layer semantic network for conflict resolution is constructed. Through semantic distance calculation, the designer's requirements for function/behavior/structure are smart deployed to obtain appropriate knowledge. A case study of the conceptual design of a collapsible installation and handling equipment demonstrates the feasibility of the proposed approach. The proposed method can not only meet the functional solution and innovation in the context of different design requirements, but also effectively improve the design efficiency in the iterative design process by means of multiple meanings of one graph.

Identifying Japanese students’ core spatial reasoning skills by solving 3D geometry problems: An exploration

Taking the importance of spatial reasoning skills, this article aims to identify “core” spatial reasoning skills which are likely to contribute to successful problem-solving in three-dimensional (3D) geometry. “Core” spatial skills are those which might be particularly related to students’ successful problem-solving in 3D geometry. In this article, spatial reasoning skills are malleable and can be improved with teaching/interventions with mental rotation, spatial orientation, spatial visualization, and property-based reasoning. To achieve the study aim, we conducted a survey in total of 2,303 Japanese Grade 4–9 students (10–15 years old). We take the following stages of the procedures in this article: (a) Descriptive statistics; (b) 2 parameter logistic model (2PLM) analysis; and (c) Experiments with the Pearson correlation coefficient. As a result, we identified that a set of a few tasks can be used to check if students have “core” spatial skills in 3D geometry. For both primary and secondary, rotating given representations mentally, and imagining and drawing 3D shapes, are important, and for secondary schools, property-based reasoning is also crucial for further problem-solving skills. Our findings and methodological approach have implications for mathematics education research and practice as our results provide clear, and promising principles for task/units/curriculum design for spatial reasoning in which more robust teaching intervention is necessary.

Knowledge Repository Design to Improve Knowledge Management Process Capabilities: A Systematic Literature Review

The role of technology in supporting knowledge management is very vital. The knowledge repository system is the foundation of knowledge management and its implementation. Knowledge sharing, discovery, and other knowledge processes will be more accessible through proper knowledge repository system as an organizational knowledge base. This research explored various approaches employed by practitioners and researchers in designing a knowledge repository that allowed people to study and implement the knowledge repository as needed. A Systematic Literature Review (SLR) method proposed by Kitchenham was used to answer three research questions; (1) how is model knowledge storage in an organizational repository developed? (2) what tools can help create a knowledge repository? (3) what are features that should be present in a knowledge repository? It was confirmed that the repository storage model was mainly represented in the ontology model. Furthermore, the technologies for creating knowledge were Protégé and Neo4j graph-based databases. In addition, features that were mostly applied in the knowledge repository system included data catalogs, search, API, knowledge management, visualization, rule-based and case-based reasoning.

PUMAA: A Platform for Accessible Microbiome Analysis in the Undergraduate Classroom.

Improvements in high-throughput sequencing makes targeted amplicon analysis an ideal method for the study of human and environmental microbiomes by undergraduates. Multiple bioinformatics programs are available to process and interpret raw microbial diversity datasets, and the choice of programs to use in curricula is largely determined by student learning goals. Many of the most commonly used microbiome bioinformatics platforms offer end-to-end data processing and data analysis using a command line interface (CLI), but the downside for novice microbiome researchers is the steep learning curve often required. Alternatively, some sequencing providers include processing of raw data and taxonomy assignments as part of their pipelines. This, when coupled with available web-based or graphical user interface (GUI) analysis and visualization tools, eliminates the need for students or instructors to have extensive CLI experience. However, lack of universal data formats can make integration of these tools challenging. For example, tools for upstream and downstream analyses frequently use multiple different data formats which then require writing custom scripts or hours of manual work to make the files compatible. Here, we describe a microbial ecology bioinformatics curriculum that focuses on data analysis, visualization, and statistical reasoning by taking advantage of existing web-based and GUI tools. We created the Program for Unifying Microbiome Analysis Applications (PUMAA), which solves the problem of inconsistent files by formatting the output files from several raw data processing programs to seamlessly transition to a suite of GUI programs for analysis and visualization of microbiome taxonomic and inferred functional profiles. Additionally, we created a series of tutorials to accompany each of the microbiome analysis curricular modules. From pre- and post-course surveys, students in this curriculum self-reported conceptual and confidence gains in bioinformatics and data analysis skills. Students also demonstrated gains in biologically relevant statistical reasoning based on rubric-guided evaluations of open-ended survey questions and the Statistical Reasoning in Biology Concept Inventory. The PUMAA program and associated analysis tutorials enable students and researchers with no computational experience to effectively analyze real microbiome datasets to investigate real-world research questions.

Skill Levels on Visualization and Spatial Reasoning in Pre-service Primary Teachers

We apply theoretical tools from the onto-semiotic approach to present skill levels on tasks requiring visualization and spatial reasoning. These scales are derived from the analysis of visualization and spatial reasoning skills involved in solving a questionnaire supplied to 400 pre-service primary teachers. In order to set skill levels, we describe different types of cognitive configurations considering the network of mathematical objects involved in solving the items. The results show that there may be several configurations at each level and the levels depend on both certain conditions of the task and the visualization skills required. In most cases, the ratio of students expressing high level is significantly below than those of exhibiting low level. The analysis manifests that students put into play variety and quantity of visual objects and processes; however, most did not reach the solution successfully. This leads to the need for specific training actions.

First demonstration of effective spatial training for neartransfer to spatial performance and fartransfer to a range of mathematics skills at 8years.

There is evidence that spatial thinking is malleable, and that spatial and mathematical skills are associated (Mix et al. [2016] Journal of Experimental Psychology: General, 145, 1206; Mix et al. [2017] Journal of Cognition and Development, 18, 465; Uttal et al. [2013] Psychological Bulletin, 139, 352). However, few studies have investigated transfer of spatial training gains to mathematics outcomes in children, and no known studies have compared different modes of spatial instruction (explicit vs. implicit instruction). Based on a sample of 250 participants, this study compared the effectiveness of explicit and implicit spatial instruction in eliciting near transfer (to the specific spatial skills trained), intermediate transfer (to untrained spatial skills) and far transfer (to mathematics domains) at age 8. Spatial scaling and mental rotation skills were chosen as training targets as previous studies have found, and proposed explanations for, associations between these skills and mathematics in children of this age (Journal of Experimental Psychology: General, 145, 2016 and 1206). In this study, spatial training led to near, intermediate and far transfer of gains. Mental visualization and proportional reasoning were proposed to explain far transfer from mental rotation and spatial scaling skills respectively. For most outcomes, except for geometry, there was no difference in the effectiveness of implicit (practice with feedback) compared to explicit instruction (instructional videos). From a theoretical perspective, the study identified a specific causal effect of spatial skills on mathematics skills in children. Practically, the results also highlight the potential of instructional videos as a method of introducing spatial thinking into the classroom.

Teaching Stats for Data Science

ABSTRACT“Data science” is a useful catchword for methods and concepts original to the field of statistics, but typically being applied to large, multivariate, observational records. Such datasets call for techniques not often part of an introduction to statistics: modeling, consideration of covariates, sophisticated visualization, and causal reasoning. This article re-imagines introductory statistics as an introduction to data science and proposes a sequence of 10 blocks that together compose a suitable course for extracting information from contemporary data. Recent extensions to the mosaic packages for R together with tools from the “tidyverse” provide a concise and readable notation for wrangling, visualization, model-building, and model interpretation: the fundamental computational tasks of data science.

Spatial and Visual Reasoning: Do These Abilities Improve in First-Year Veterinary Medical Students Exposed to an Integrated Curriculum?

Spatial visualization ability refers to the human cognitive ability to form, retrieve, and manipulate mental models of spatial nature. Visual reasoning ability has been linked to spatial ability. There is currently limited information about how entry-level spatial and visual reasoning abilities may predict veterinary anatomy performance or may be enhanced with progression through the veterinary anatomy content in an integrated curriculum. The present study made use of two tests that measure spatial ability and one test that measures visual reasoning ability in veterinary students: Guay's Visualization of Views Test, adapted version (GVVT), the Mental Rotations Test (MRT), and Raven's Advanced Progressive Matrices Test, short form (RavenT). The tests were given to the entering class of veterinary students during their orientation week and at week 32 in the veterinary medical curriculum. Mean score on the MRT significantly increased from 15.2 to 20.1, and on the RavenT significantly increased from 7.5 to 8.8. When females only were evaluated, results were similar to the total class outcome; however, all three tests showed significant increases in mean scores. A positive correlation between the pre- and post-test scores was found for all three tests. The present results should be considered preliminary at best for associating anatomic learning in an integrated curriculum with spatial and visual reasoning abilities. Other components of the curriculum, for instance histology or physiology, could also influence the improved spatial visualization and visual reasoning test scores at week 32.

Administering Spatial and Cognitive Instruments In-class and On-line: Are These Equivalent?

Standardized, well-established paper-and-pencil tests, which measure spatial abilities or which measure reasoning abilities, have long been found to be predictive of success in the STEM (science, technology, engineering, and mathematics) fields. Instructors can use these tests for prediction of success and to inform instruction. A comparative administration of spatial visualization and cognitive reasoning tests, between in-class (proctored paper and pencil) and on-line (unproctored Internet) (N = 457), was used to investigate and to determine whether the differing instrument formats yielded equal measures of spatial ability and reasoning ability in large first-semester general chemistry sections. Although some gender differences were found, findings suggest that some differences across administration formats, but that on-line administration had similar properties of predicting chemistry performance as the in-class version. Therefore, on-line administration is a viable option for instructors to consider especially when dealing with large classes.

When There’s More to the Story

When There’s More to the Story

Examining the Enactment of Web GIS on Students' Geospatial Thinking and Reasoning and Tectonics Understandings

Geospatially enabled learning technologies may enhance Earth science learning by placing emphasis on geographic space, visualization, scale, representation, and geospatial thinking and reasoning (GTR) skills. This study examined if and how a series of Web geographic information system investigations that the researchers developed improved urban middle-school learners’ GTR skills and their understanding of tectonics concepts. Paired-sample t tests for analyses of tectonics content knowledge and GTR achievement measures revealed statistically significant gains from pretest to posttest (p <.001) with large effect sizes. The findings provide support that GTR related to tectonics can be learned with appropriately designed learning activities using Web-based geographic information systems.

Reassessment of Jewish Cognitive Ability: Within Group Analyses Based on Parental Fluency in Hebrew or Yiddish

The most influential study on the differences in intellectual ability between Jews and gentiles may be Backman’s (1972) analysis of group differences in intellectual ability using the Project Talent data. However, inspection of the study, and the Project Talent data file on which the study is based, suggested that further analyses could be conducted that may be useful in shedding light on Jewish intellectual achievement. The most significant change from the original analysis was the use of parental fluency in Hebrew or Yiddish as a variable allowing for within group analyses. Analyses using this variable showed that as fluency increased so did general intelligence and scores on individual tests, with the exception of tests of spatial visualization and mechanical reasoning. For other European languages parental fluency was inversely associated with general intelligence. Results also showed that rates of myopia were positively associated with parental fluency in Hebrew or Yiddish, yet negatively associated with parental fluency in other European languages. General intelligence and individual test scores, with the exceptions of tests of spatial visualization and mechanical reasoning, were higher in individuals with myopia; for both Jews and gentiles. The results suggest that parental fluency in Hebrew or Yiddish is a valid measure Jewish within group differences and further research using the measure and the Project Talent data file is prescribed.

THE EFFECT OF ORIGAMI-BASED INSTRUCTION ON SPATIAL VISUALIZATION, GEOMETRY ACHIEVEMENT, AND GEOMETRIC REASONING

This research study examined the effect of origami-based geometry instruction on spatial visualization, geometry achievement, and geometric reasoning of tenth-grade students in Turkey. The sample (n = 184) was chosen from a tenth-grade population of a public high school in Turkey. It was a quasi-experimental pretest/posttest design. A control group (94 students) received regular instruction during a geometry unit in a tenth-grade classroom whereas an experimental group (90 students) received origami-based instruction for 4 weeks. The Spatial Visualization Test (SVT) was used to measure students’ spatial visualization ability in this study. The SVT consists of the Card Rotation Test, Cube Comparison Test, and the Paper Folding Test which were originally developed by Ekstrom, French, Harman & Derman (1976) and translated into Turkish by Delialioglu (1996). Besides, Geometry Achievement Test and Geometric Reasoning Test were developed by the researcher to measure geometry achievement level and geometric reasoning level of participants in key aspects of triangles. All tests had versions of pretest and posttest, and these tests were administered to both groups. A repeated-measures Analysis of Variance was used on each test scores to analyze data. The results indicated that origami-based instruction had significant effect on all dependent variables (spatial visualization, geometry achievement, and geometric reasoning). This suggested that origami might be integrated into high school geometry lessons to make geometry learning more effective.

Fundamentals of visualizing communication networks

The human brain is built to process complex visual impressions within milliseconds. In comparison with sequentially coded spoken language and written texts, we are capable of consuming graphical information at a high bandwidth in a parallel fashion, producing a picture worth more than a thousand words. Effective information visualization can be a powerful tool to capture people's attention and quickly communicate large amounts of data and complex information. This is particularly important in the context of communication data, which often describes entities (people, organizations) and their connections through communication. Visual analytics approaches can optimize the user-computer interaction to gain insights into communication networks and learn about their structures. Network visualization is a perfect instrument to better communicate the results of analysis. The precondition for effective information visualization and successful visual reasoning is the capability to draw “good” pictures. Even though communication networks are often large, including thousands or even millions of people, underlying visualization principles are identical to those used for visualizing smaller networks. In this article, you will learn about these principles, giving you the ability to assess the quality of network visualizations and to draw better network pictures by yourself.

협동학습활동이 유아 기하 학습에 미치는 영향

This study was carried out in order to better understand how cooperative learning effects the geometric understanding of young children. The geometry tasks used in the study included the geometric relationship between two dimensional shapes and three dimensional shapes, coordination, symmetry and transformation visualization and spacial reasoning. The subjects were composed of children aged five years and were taken from two kindergartens in a relatively new city close to Seoul. The experimental group of children the comparative learning in geometry. The comparative group of children were enrolled in a kindergarten that uses an the intergrated curriculum. The results indicated that cooperative learning impacted positively on the children`s understanding of geometry. The specific results are as follows : The scores that the experimental acquired were higher in terms of p

Expert Algorithmic and Imagistic Problem Solving Strategies in Advanced Chemistry

Visualization and imagistic reasoning appear central to expert practice in science; however, expert use of these strategies on authentic tasks has not been examined in detail. This study documents how science experts use both algorithms and imagistic reasoning to solve problems. Using protocol analysis, we report expert chemists' preferential use of algorithms for solving spatial problems and imagistic reasoning for deducing spatial transformations. We observed experts employ algorithms to solve the majority of spatial tasks while reserving imagistic strategies to solve a class of tasks that required translating between representations. Strategy used varied widely among experts and tasks.

Editorial: Thinking and Learning in the Geosciences

"Editorial: Thinking and Learning in the Geosciences." Journal of Geoscience Education, 57(4), pp. 222–223

Does spatial visualization ability improve after studying technical drawing?

Two studies were carried out to analyze whether learning technical drawing improves a person’s ability for spatial visualization. Visualization and inductive reasoning tests were applied at the beginning and end of a course in technical drawing in samples of first year engineering students. In both studies it was observed that a moderate percentage of students improved their Visualization test execution. The improvement was similar in men and women. There was no improvement on the inductive reasoning test. The results support the conclusion that the spatial visualization ability can be improved with training.

Computational origami environment on the web

We present a computing environment for origami on the web. The environment consists of the computational origami engine Eos for origami construction, visualization, and geometrical reasoning, WebEos for providing web interface to the functionalities of Eos, and web service system Scorum for symbolic computing web services. WebEos is developed using Web2.0 technologies, and provides a graphical interactive web interface for origami construction and proving. In Scorum, we are preparing web services for a wide range of symbolic computing systems, and are using these services in our origami environment. We explain the functionalities of this environment, and discuss its architectural and technological features.