共查询到20条相似文献，搜索用时 31 毫秒
1.
Ioanna Vekiri 《Educational Psychology Review》2002,14(3):261-312
The article reviews studies that explain the role of graphical displays in learning and synthesizes relevant findings into principles for effective graphical design. Three theoretical perspectives provide the framework that organizes the review: dual coding theory, visual argument, and conjoint retention. The three theories are compatible although they are based on different assumptions. Research suggests that graphics are effective learning tools only when they allow readers to interpret and integrate information with minimum cognitive processing. Learners' characteristics, such as prior subject-matter knowledge, visuospatial ability, and strategies, influence graphic processing and interact with graphical design to mediate its effects. Future research should investigate the interplay between display and learner characteristics and how graphical design can address individual differences in learning from graphics. 相似文献
2.
Graphs are commonly used in textbooks and educational software, and can help students understand science and social science data. However, students sometimes have difficulty comprehending information depicted in graphs. What makes a graph better or worse at communicating relevant quantitative information? How can students learn to interpret graphs more effectively? This article reviews the cognitive literature on how viewers comprehend graphs and the factors that influence viewers' interpretations. Three major factors are considered: the visual characteristics of a graph (e.g., format, animation, color, use of legend, size, etc.), a viewer's knowledge about graphs, and a viewer's knowledge and expectations about the content of the data in a graph. This article provides a set of guidelines for the presentation of graphs to students and considers the implications of graph comprehension research for the teaching of graphical literacy skills. Finally, this article discusses unresolved questions and directions for future research relevant to data presentation and the teaching of graphical literacy skills. 相似文献
3.
《Infancia y Aprendizaje》2013,36(90):71-87
AbstractA study is reported that explored adolescents' and adults' abilities to comprehend and create visual displays (realistic pictures, graphics, diagrams) as effective means of communicating information. The comprehension abilities of our subjects were analysed through a test which included questions on six examples of different kinds of visual displays. Their production abilities were studied by examining the visual displays that the subjects spontaneously created on the content of a given text. An improvement with age was found in their comprehension abilities: older subjects performed better than younger ones in extracting more elaborated information from graphics. On the contrary, no remarkable improvement with age could be found in their production abilities. Subjects of all instructional groups showed difficulties in following conventional rules of representation with graphics and in using graphical features (colour, size, grid) to communicate information visually. The conclusion is drawn that instructional measures for improving subjects' visual literacy at different educational stages are needed. 相似文献
4.
Natacha Carragher Jonathan Templin Phillip Jones Boaz Shulruf Gary Velan 《Educational Measurement》2019,38(1):89-91
In this ITEMS module, we provide a didactic overview of the specification, estimation, evaluation, and interpretation steps for diagnostic measurement/classification models (DCMs), which are a promising psychometric modeling approach. These models can provide detailed skill‐ or attribute‐specific feedback to respondents along multiple latent dimensions and hold theoretical and practical appeal for a variety of fields. We use a current unified modeling framework—the log‐linear cognitive diagnosis model (LCDM)—as well as a series of quality‐control checklists for data analysts and scientific users to review the foundational concepts, practical steps, and interpretational principles for these models. We demonstrate how the models and checklists can be applied in real‐life data‐analysis contexts. A library of macros and supporting files for Excel, SAS, and Mplus are provided along with video tutorials for key practices. 相似文献
5.
以遥揉作机器人从手仿真系统为背景，介绍了OpenGL的应用特点，分析了遥揉作从手机器人仿真系统的系统原理及系统软件模块图，研究了OpenGL在图形仿真系统中的具体应用，探讨了系统的实现方法，并指出了OpenGL在该系统中应用的不足及提出了进一步的改进措施，取得了良好的效果。该方法对其它场合的应用也具有一定的参考价值。 相似文献
6.
Danri H. Delport 《Teaching Statistics》2021,43(1):36-43
It is said that a picture is worth a thousand words, but what about graphs? Although graphs have the potential to bring data to life, numerous studies show that learners struggle with graphical comprehension. Furthermore, many textbook examples on graphs are boring and appear meaningless to students. Students want to know more about something which is interesting, meaningful, and worth knowing, in other words, something relevant. With the outbreak of the novel coronavirus in December 2019, COVID‐19 is dominating the news worldwide, and the internet is flooded with visual presentations about the virus. To make statistics more fascinating and exciting, relevant and real‐world data such as these can be used in the classroom to stimulate the learning of important statistical concepts such as graphs. Curcio's three levels of graphical comprehension were used as a framework in this study, while the importance of developing a global view on distributions was also emphasized. 相似文献
7.
Drawing valid inferences from modern measurement models is contingent upon a good fit of the data to the model. Violations of model‐data fit have numerous consequences, limiting the usefulness and applicability of the model. As Bayesian estimation is becoming more common, understanding the Bayesian approaches for evaluating model‐data fit models is critical. In this instructional module, Allison Ames and Aaron Myers provide an overview of Posterior Predictive Model Checking (PPMC), the most common Bayesian model‐data fit approach. Specifically, they review the conceptual foundation of Bayesian inference as well as PPMC and walk through the computational steps of PPMC using real‐life data examples from simple linear regression and item response theory analysis. They provide guidance for how to interpret PPMC results and discuss how to implement PPMC for other model(s) and data. The digital module contains sample data, SAS code, diagnostic quiz questions, data‐based activities, curated resources, and a glossary. 相似文献
8.
Digital Module 05: Diagnostic Measurement—The G‐DINA Framework https://ncme.elevate.commpartners.com
In this ITEMS module, we introduce the generalized deterministic inputs, noisy “and” gate (G‐DINA) model, which is a general framework for specifying, estimating, and evaluating a wide variety of cognitive diagnosis models. The module contains a nontechnical introduction to diagnostic measurement, an introductory overview of the G‐DINA model, as well as common special cases, and a review of model‐data fit evaluation practices within this framework. We use the flexible GDINA R package, which is available for free within the R environment and provides a user‐friendly graphical interface in addition to the code‐driven layer. The digital module also contains videos of worked examples, solutions to data activity questions, curated resources, a glossary, and quizzes with diagnostic feedback. 相似文献
9.
裁剪算法是计算机图形处理的重要算法。平面图形的裁剪窗口过去常被定义为矩形。本文首次探讨了平行四边形窗口的裁剪方法,建立了传统矩形窗与平行四边形窗相互转换的数学模型,并介绍了相应的绘图程序设计,此外,还讨论了这一算法的推广和某些应用。文中图例表明,该课题对于深化裁剪理论的研究,开拓其应用新领域具有一定的参考价值。 相似文献
10.
Web-Based Learning—usage of the web as an arena for learning—has captured the imagination and interest of science educators worldwide. The accessibility to a huge, interlinked, and complex network of information as well as the availability of novel communication means offer new ways to use scientific information, to communicate, and to learn. The web's advanced graphical tools and computational power allow scientists, educators, and students to visualize scientific data and processes in ways that were previously impossible, allowing a deeper understanding of natural phenomena. However, it is unclear to what extent these powerful tools are practically implemented in science education. Our study, aimed at answering this question, focused on the pedagogical and technological characteristics of web sites attempting to teach the subject of atomic structure. A classification scheme was developed and implemented on 95 educational web sites, of various levels and disciplines, focusing on atomic structure. The results show that advanced communication means and graphical tools are rarely used. While the content of the majority of web sites can be considered reliable, in their structure, level of graphics, and content they resemble an online version of a textbook rather than a new, interactive, learning environment. These findings are discussed in detail. 相似文献
11.
An approach for generating interactive 3D graphical visualization of the genetic architectures of complex traits in multiple environments is described. 3D graphical visualization is utilized for making improvements on traditional plots in quan- titative trait locus (QTL) mapping analysis. Interactive 3D graphical visualization for abstract expression of QTL, epistasis and their environmental interactions for experimental populations was developed in framework of user-friendly software QTLNetwork (http://ibi.zju.edu.cn/software/qtlnetwork). Novel definition of graphical meta system and computation of virtual coordinates are used to achieve explicit but meaningful visualization. Interactive 3D graphical visualization for QTL analysis provides geneticists and breeders a powerful and easy-to-use tool to analyze and publish their research results. 相似文献
12.
Helene Ratner Bjarke Lindsø Andersen Simon Ryberg Madsen 《Learning, Media and Technology》2019,44(1):22-35
ABSTRACTDatafication of student learning has carved out an influential space for public and private actors who design technologies for visualizing data. As data visualizations shape how teachers’ interpret data, they are powerful devices. This paper examines how teachers get configured as data users in the making of Danish national test data visualizations for municipal primary and lower secondary schools. The paper is based on a qualitative study of the Danish Ministry of Education, which develops the official visualizations, and NordicMetrics, a private consultancy offering a supplementing visualization of student progression. We draw on science and technology studies (STS) to theorize techno-organizational dynamics of developing visualizations. We propose to understand data visualizations as contingent, situated and socio-material achievements that configure teacher as data users. Comparing two institutions’ respective negotiations of different concerns when developing data visualizations enables us to consider the otherwise ‘hidden’ data mediators and the entwined relations between public and private data mediators. 相似文献
13.
以LabVIEW图形化编程软件为开发平台,研制了一套基于虚拟仪器技术的弧焊电源动特性测试实验系统。系统传感器采用测量回路与焊接主回路高度绝缘的闭环(补偿)式霍尔传感器,系统软件则采用模块化设计,分为数据采集、波形回放、数据分析和数据库4个模块,数据分析模块以LabVIEW和C语言混合编程的方法从焊接电流与电压波形中提取电源动特性指标。结果表明,系统便携性好、操作简单、使用方便,且在强电磁干扰的焊接场所具有良好的抗干扰能力,能准确地获取包括短路频率、平均短路时间、平均燃弧时间等20余个弧焊电源动特性评价指标。 相似文献
14.
开发了一套基于CAN总线和SD卡的高速数据采集系统。硬件系统主要由信号调理模块、A/D转换模块、MEGA处理器模块、CAN通信模块组成。它能够实现信号的采集及前端处理,并能通过CAN总线与SD卡通信,实现对数据的存储、后端处理及显示重点阐述了系统原理及硬件、软件的设计。 相似文献
15.
丁剑洁 《陕西教育学院学报》2012,28(1):96-99
数据分析是软件度量中的关键环节,但是在实际应用中存在被忽视以及盲目滥用数据分析技术等问题。运用常见的以及高级的数据分析方法,通过比较它们各自的应用特点,列举若干可能的使用场景,可以有效的规避上述问题,为软件度量中挑选合理的数据分析技术提供帮助。 相似文献
16.
Karen R. Marsh Bruce F. Giffin Donald J. Lowrie Jr. 《Anatomical sciences education》2008,1(6):252-257
The purpose of this project was to develop Web‐based learning modules that combine (1) animated 3D graphics; (2) 3D models that a student can manipulate independently; (3) passage of time in embryonic development; and (4) animated 2D graphics, including 2D cross‐sections that represent different “slices” of the embryo, and animate in parallel. These elements were presented in two tutorials, one depicting embryonic folding and the other showing development of the nervous system after neural tube formation. The goal was to enhance the traditional teaching format—lecture combined with printed diagrams, text, and existing computer animations—with customized, guided, Web‐based learning modules that surpassed existing resources. To assess module effectiveness, we compared quiz performance of control groups who attended lecture and did not use a supporting module, with study groups who used a module in addition to attending lecture. We also assessed our students' long‐term retention of the material, comparing classes who had used the module with students from a previous year that had not seen the module. Our data analysis suggests that students who used a module performed better than those given only traditional resources if they used the module after they were already somewhat familiar with the material. The findings suggest that our modules—and possibly computer‐assisted‐instruction modules in general—are more useful if used toward the later stages of learning, rather than as an initial resource. Furthermore, our data suggest that the animation aids in long‐term retention. Both medical students at the University of Cincinnati and medical faculty from across the country commented favorably on their experiences with the embryonic development modules. Anat Sci Ed 1:252–257, 2008. © 2008 American Association of Anatomists. 相似文献
17.
Institutions of higher education (HE), public and private, are moving through a crisis period of tapped‐out states, funding cuts, tuition increases and layoffs. It makes good sense to rise to meet these new realities with new ways of doing things, and the places that succeed will be the ones that do. A holistic approach is necessary whereby excellence in teaching and learning as well as research should be the ultimate aim. Among the various ways to achieve this, is the promotion of communities of practices (CoPs) among the academics. Therefore, CoPs are to be seen as an “extension” of any programme to achieve excellence, because as it has been shown it is the sharing of the tacit knowledge that makes the difference in any organisation in its pursuit for a competitive advantage. An HE institution should be considered to be at a greater advantage than any other non‐academic organisation since each staff member is a knowledge worker whose mission is to transmit, create and incorporate new knowledge to the existing knowledge. This paper looks at the possible reasons preventing academics from participating in a CoP. It will be shown that CoPs can play a very important role in a university set‐up. 相似文献
18.
Julianne M. Coleman Erin M. McTigue Laura B. Smolkin 《Journal of Science Teacher Education》2011,22(7):613-643
The purpose of this study was to obtain data on United States K-5 elementary school teachers’ self-reported instructional
practices with graphical representations. Via an electronic survey, 388 elementary teachers, from throughout the US, reported
about their teaching of the interpretation and the production of graphics within science. The main findings indicate that:
(1) pointing to or referring to graphical representations in books (92% of respondents) was the most frequently used instructional
practice across the disciplines and grade levels; (2) five of nine graphical representations (over 90%) were more frequently
used in science instruction than in other content areas, and (3) students’ graphical productions involving drawings, labeling,
and oral and written explanations were very infrequent. The findings indicate that while teachers may tacitly use graphics
within science instruction, they may not be explicitly teaching about this visual form of communication. 相似文献
19.
Information graphics such as plots, maps, plans, charts, tables and diagrams form an integral part of the student learning experience in many disciplines. However, for a vision impaired student accessing such graphical materials can be problematic. This research seeks to understand the current state of accessible graphics provision in Australian higher education. We conducted an online survey of 71 vision-impaired university students and semi-structured interviews with 44 key stakeholders (students, academics, disability liaison officers and accessible graphics providers). We found that difficulty in accessing graphical materials was a barrier to many vision-impaired students and that there were systemic problems with current processes for accessible graphics provision. Recommendations are made on ways to address these concerns in order to provide a more equitable higher education experience. 相似文献
20.
Rubin’s classic missingness mechanisms are central to handling missing data and minimizing biases that can arise due to missingness. However, the formulaic expressions that posit certain independencies among missing and observed data are difficult to grasp. As a result, applied researchers often rely on informal translations of these assumptions. We present a graphical representation of missing data mechanism, formalized in Mohan, Pearl, and Tian (2013). We show that graphical models provide a tool for comprehending, encoding, and communicating assumptions about the missingness process. Furthermore, we demonstrate on several examples how graph-theoretical criteria can determine if biases due to missing data might emerge in some estimates of interests and which auxiliary variables are needed to control for such biases, given assumptions about the missingness process. 相似文献