On the Use of Large Interactive Displays to Support Collaborative Engagement and Visual Exploratory Tasks

Large interactive displays can provide suitable workspaces for learners to conduct collaborative learning tasks with visual information in co-located settings. In this research, we explored the use of these displays to support collaborative engagement and exploratory tasks with visual representations. Our investigation looked at the effect of four factors (number of virtual workspaces within the display, number of displays, position arrangement of the collaborators, and collaborative modes of interaction) on learners’ knowledge acquisition, engagement level, and task performance. To this end, a user study was conducted with 72 participants divided into 6 groups using an interactive tool developed to support the collaborative exploration of 3D visual structures. The results of this study showed that learners with one shared workspace and one single display can achieve better user performance and engagement levels. In addition, the back-to-back position with learners sharing their view and control of the workspaces was the most favorable. It also led to improved learning outcomes and engagement levels during the collaboration process.

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Meningkatkan attensi belajar siswa kelas awal melalui media visual

Jurnal Pendidikan Anak ◽

10.21831/jpa.v8i1.22657 ◽

2019 ◽

Vol 8 (1) ◽

pp. 17-28

Author(s):

Husnul Khotimah ◽

Asep Supena ◽

Nandang Hidayat

Keyword(s):

Visual Information ◽

Visual Learning ◽

Visual Media ◽

Learning Material ◽

Literature Research ◽

Learning Tasks ◽

Internet Media ◽

The Media ◽

The Subject ◽

And Control

Penelitian literatur ini bertujuan untuk mencari solusi terkait dengan upaya meningkatan perhatian siswa khususnya ditingkat awal yaitu kelas 1, 2 dan 3 terhadap tugas belajarnya selama proses pembelajaran berlangsung menggunakan media pembelajaran visual. Penelitian ini menggunakan metode tinjauan literatur integratif. Metode ini menggabungkan berbagai artikel berbasis empiris dan penelitian, buku, dan literatur lain yang dipublikasikan tentang penggunaan media visual dalam meningkatkan perhatian belajar siswa kelas awal tersebut. Penelitian literatur ini menyimpulkan: (1) Perhatian adalah proses pemilihan informasi yang dikontrol secara sukarela oleh subjek (sadar), atau dapat karena pengaruh beberapa peristiwa eksternal yang ditangkap indera (tidak sadar); (2) Proses perhatian terjadi melalui seleksi, kesadaran, dan control; (3) Model media visual yang digunakan sebaiknya bervariasi baik media pembelajaran yang dibuat oleh guru maupun media dari internet. Media visual dalam bentuk infografis merupakan model media visual yang paling disarankan; (4) Implikasi dari fungsi media visual terhadap memori penginderaan antara lain: (a) memori pengindera hanya dapat mengolah informasi dalam jumlah terbatas, sehingga media visual yang digunakan untuk menyajikan materi pembelajaran perlu didesain sedemikian sehingga informasi-informasi kunci dapat diterima oleh siswa dengan baik; (b) memori penginderaan yang memiliki daya serap paling tinggi adalah indera penglihatan, sehingga mengkombinasikan sajian informasi visual dapat meningkatkan jumlah informasi yang mampu diterima oleh memori pengindera. AbstractThis literature research aims to find solutions related to efforts to increase the attention of students, especially at the initial level, grades 1, 2 and 3 of their learning tasks during the learning process takes place using visual learning media. This study uses the method of review of integrative literature. This method combines various empirical and research-based articles, books, and other published literature on the use of visual media in increasing the attention of students learning in the early grades. This literature research concludes: (1) Attention is the process of selecting information that is voluntarily controlled by the subject (conscious), or it can be due to the influence of some external events that are sensed (unconscious); (2) The process of attention occurs through selection, awareness, and control; (3) The visual media model used should vary both the learning media made by the teacher and the media from the internet. Visual media in the form of infographics is the most recommended visual media model; (4) The implications of the function of visual media on sensing memory include: (a) memory sensors can only process information in a limited amount, so that the visual media used to present learning material needs to be designed so that key information can be received properly by students; (b) sensing memory that has the highest absorption power is the sense of sight, so combining visual information offerings can increase the amount of information that the sensory memory can receive.

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Effect of Collaboration Mode and Position Arrangement on Immersive Analytics Tasks in Virtual Reality: A Pilot Study

Applied Sciences ◽

10.3390/app112110473 ◽

2021 ◽

Vol 11 (21) ◽

pp. 10473

Author(s):

Lei Chen ◽

Hai-Ning Liang ◽

Feiyu Lu ◽

Jialin Wang ◽

Wenjun Chen ◽

...

Keyword(s):

Virtual Reality ◽

Task Performance ◽

User Experience ◽

Visual Information ◽

Learning Analytics ◽

User Study ◽

Shared Control ◽

User Engagement ◽

And Control ◽

Collaboration Mode

[Background] Virtual reality (VR) technology can provide unique immersive experiences for group users, and especially for analytics tasks with visual information in learning. Providing a shared control/view may improve the task performance and enhance the user experience during VR collaboration. [Objectives] Therefore, this research explores the effect of collaborative modes and user position arrangements on task performance, user engagement, and collaboration behaviors and patterns in a VR learning environment that supports immersive collaborative tasks. [Method] The study involved two collaborative modes (shared and non-shared view and control) and three position arrangements (side-by-side, corner-to-corner, and back-to-back). A user study was conducted with 30 participants divided into three groups (Single, Shared, and Non-Shared) using a VR application that allowed users to explore the structural and transformational properties of 3D geometric shapes. [Results] The results showed that the shared mode would lead to higher task performance than single users for learning analytics tasks in VR. Besides, the side-by-side position got a higher score and more favor for enhancing the collaborative experience. [Conclusion] The shared view would be more suitable for improving task performance in collaborative VR. In addition, the side-by-side position may provide a higher user experience when collaborating in learning VR. From these results, a set of guidelines for the design of collaborative visualizations for VR environments are distilled and presented at the end of the paper. All in all, although our experiment is based on a colocated setting with two users, the results are applicable to both colocated and distributed collaborative scenarios with two or more users.

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Learning Behavioral Differences Among Students and Ethical Issues in a University Cloud Classroom System

Advances in Educational Technologies and Instructional Design - Emerging Trends in Cyber Ethics and Education ◽

10.4018/978-1-5225-5933-7.ch009 ◽

2018 ◽

pp. 183-214 ◽

Cited By ~ 1

Author(s):

Zhi Liu ◽

Hai Liu ◽

Hao Zhang ◽

Sannyuya Liu

Keyword(s):

Learning Process ◽

Liberal Arts ◽

Sequential Analysis ◽

User Study ◽

Ethical Issues ◽

Evidence Based ◽

Behavioral Differences ◽

Self Monitoring ◽

Learning Tasks ◽

The Individual

In a private learning environment, each learner's interactions with course contents are treasured clues for educators to understand the individual and collective learning process. To provide educators with evidence-based insights, this chapter intends to adopt sequential analysis method to unfold learning behavioral differences among different groups of students (grade, subject, and registration type) in a university cloud classroom system. Experimental results indicate that sophomores undertake more learning tasks than other grades. There are significant differences in task-related and self-monitoring behaviors between liberal arts and science learners. Registered learners have higher participation levels than non-registered ones. Meanwhile, a user study aiming to analyze students' learning feelings indicates that a fraction of students have dishonest behaviors for achieving a good online performance. Finally, this study discusses behavioral ethical issues emerged in cloud classroom, which deserve the attention of educators for regulating and optimizing the online learning process of students.

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Visual information gain and task asymmetry interact in bimanual force coordination and control

Experimental Brain Research ◽

10.1007/s00221-011-2760-6 ◽

2011 ◽

Vol 212 (4) ◽

pp. 497-504 ◽

Cited By ~ 17

Author(s):

Xiaogang Hu ◽

Karl M. Newell

Keyword(s):

Visual Information ◽

Information Gain ◽

Force Coordination ◽

And Control ◽

Coordination And Control ◽

And Task

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Interactive NLP in Clinical Care: Identifying Incidental Findings in Radiology Reports

Applied Clinical Informatics ◽

10.1055/s-0039-1695791 ◽

2019 ◽

Vol 10 (04) ◽

pp. 655-669

Author(s):

Gaurav Trivedi ◽

Esmaeel R. Dadashzadeh ◽

Robert M. Handzel ◽

Wendy W. Chapman ◽

Shyam Visweswaran ◽

...

Keyword(s):

Language Processing ◽

Gold Standard ◽

Incidental Findings ◽

User Study ◽

Clinical Care ◽

Model Performance ◽

Data Set ◽

Radiology Reports ◽

System Usability Scale ◽

And Control

Abstract Background Despite advances in natural language processing (NLP), extracting information from clinical text is expensive. Interactive tools that are capable of easing the construction, review, and revision of NLP models can reduce this cost and improve the utility of clinical reports for clinical and secondary use. Objectives We present the design and implementation of an interactive NLP tool for identifying incidental findings in radiology reports, along with a user study evaluating the performance and usability of the tool. Methods Expert reviewers provided gold standard annotations for 130 patient encounters (694 reports) at sentence, section, and report levels. We performed a user study with 15 physicians to evaluate the accuracy and usability of our tool. Participants reviewed encounters split into intervention (with predictions) and control conditions (no predictions). We measured changes in model performance, the time spent, and the number of user actions needed. The System Usability Scale (SUS) and an open-ended questionnaire were used to assess usability. Results Starting from bootstrapped models trained on 6 patient encounters, we observed an average increase in F1 score from 0.31 to 0.75 for reports, from 0.32 to 0.68 for sections, and from 0.22 to 0.60 for sentences on a held-out test data set, over an hour-long study session. We found that tool helped significantly reduce the time spent in reviewing encounters (134.30 vs. 148.44 seconds in intervention and control, respectively), while maintaining overall quality of labels as measured against the gold standard. The tool was well received by the study participants with a very good overall SUS score of 78.67. Conclusion The user study demonstrated successful use of the tool by physicians for identifying incidental findings. These results support the viability of adopting interactive NLP tools in clinical care settings for a wider range of clinical applications.

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A Study on the Constructivism Learning Method for BIM/IPD Collaboration Education

Applied Sciences ◽

10.3390/app10155169 ◽

2020 ◽

Vol 10 (15) ◽

pp. 5169

Author(s):

Juan Jin ◽

Kyung-Eun Hwang ◽

Inhan Kim

Keyword(s):

Positive Impact ◽

Training Model ◽

Information Modeling ◽

Project Delivery ◽

Control Group ◽

Hypothesis Model ◽

Education Theory ◽

Building Information ◽

Collaboration Process ◽

And Control

The purpose of this study is to verify the effectiveness of the constructivism education theory in building information modeling (BIM)/integrated project delivery (IPD) collaboration education by determining education methods that are most relevant to collaboration in the interaction process. We propose a BIM training model that enhances students’ satisfaction in class and collaboration. We aim to identify interrelationships between BIM collaboration education and constructivism theories, examining constructivism methods in BIM/IPD classes to discern which are the most suitable for improving and enhancing collaboration and the proposed education model. A model of the hypothesis “Constructivism Collaboration Process (CCP)” for BIM/IPD collaboration education was derived and a curriculum was created. The hypothesis model was tested by dividing into an experimental group and control group, and finally, prior and post-satisfaction and collaboration level assessments were performed in the BIM and IPD classes. After evaluating and analyzing the improvement in collaboration level and satisfaction, the results were derived for the hypothetical model of the “Constructivism Collaboration Process (CCP)” and the facts that can have a positive impact on BIM/IPD education.

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Control and Sense of Eye Movement behind Closed Eyelids

Perception ◽

10.1068/p100039 ◽

1981 ◽

Vol 10 (1) ◽

pp. 39-51 ◽

Cited By ~ 17

Author(s):

Jüri Allik ◽

Marika Rauk ◽

Aavo Luuk

Keyword(s):

Eye Movement ◽

Visual Information ◽

Position Sense ◽

Poor Control ◽

Gaze Stabilization ◽

Eyelid Closure ◽

The Subject ◽

Available Information ◽

And Control ◽

Human Eyes

To investigate the question of what happens with regard to position sense and control of the human eyes when the eyelids are closed, the contact-wire-free electromagnetic eye movement recording method was developed. It was shown that after the start of blinking or eyelid closure, the eyball moves up as the upper eyelids come down. Experimental data show human inability to maintain a given position of the eyes in the head under the closed eyelids. When the subject was asked to follow a simple geometrical path, a very weak metrical and topological correspondence between desired and actual paths occurred with closed eyes. It is proposed that the poor control of eye movements behind closed eyelids is due to the lack of available information about eye position in the head. The assumption was confirmed by providing artificial auditory feedback about eyeball position to the subject, which can be effectively used for gaze stabilization by the subject. It is suggested that visual information is the only useful basis for eye movement regulation under normal conditions.

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Aging, visual information, and adaptation to task asymmetry in bimanual force coordination

Journal of Applied Physiology ◽

10.1152/japplphysiol.00760.2011 ◽

2011 ◽

Vol 111 (6) ◽

pp. 1671-1680 ◽

Cited By ~ 16

Author(s):

Xiaogang Hu ◽

Karl M. Newell

Keyword(s):

Visual Information ◽

Information Gain ◽

Age Groups ◽

The Elderly ◽

Total Force ◽

Force Coordination ◽

Asymmetric Force ◽

And Control ◽

Coordination Patterns ◽

Coordination And Control

This study investigated the coordination and control strategies that the elderly adopt during a redundant finger force coordination task and how the amount of visual information regulates the coordination patterns. Three age groups (20–24, 65–69, and 75–79 yr) performed a bimanual asymmetric force task. Task asymmetry was manipulated via imposing different coefficients on the finger forces such that the weighted sum of the two index finger forces equaled the total force. The amount of visual information was manipulated by changing the visual information gain of the total force output. Two hypotheses were tested: the reduced adaptability hypothesis predicts that the elderly show less degree of force asymmetry between hands compared with young adults in the asymmetric coefficient conditions, whereas the compensatory hypothesis predicts that the elderly exhibit more asymmetric force coordination patterns with asymmetric coefficients. Under the compensatory hypothesis, two contrasting directions of force sharing strategies (i.e., more efficient coordination strategy and minimum variance strategy) are expected. A deteriorated task performance (high performance error and force variability) was found in the two elderly groups, but enhanced visual information improved the task performance in all age groups. With low visual information gain, the elderly showed reduced adaptability (i.e., less asymmetric forces between hands) to the unequal weighting coefficients, which supported the reduced adaptability hypothesis; however, the elderly revealed the same degree of adaptation as the young group under high visual gain. The findings are consistent with the notion that the age-related reorganization of force coordination and control patterns is mediated by visual information and, more generally, the interactive influence of multiple categories of constraints.

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