The Bullshit Cartoon Abstract: In Praise of Creative Academic Writing

This article introduces and discusses a novel form of scholarly output, the bullshit cartoon abstract, which can be used to illustrate summaries of fictitious research papers for both scholarly and lay readers. Presenting five self-authored examples that meticulously deal with trivial research subjects, from the use of visual mnemonics in education to disaster marketing, the article classifies these abstracts along seven dimensions (analytic, aesthetic, existential, satirical, pedagogical, recreational, and opportunistic) to illuminate how bullshit is enacted in academic writing. Building on this classification, it reappraises academic bullshit(ting) as potentially generative of new and multi-textured expressions of creative scholarship.

Effect of Story-Based Audio Visual Mnemonics in Comparison with Text Reading Method on Memory Consolidation among Medical Students: A randomized Controlled Trial

Background: Traditional teaching methods via faculty lectures lacked interactivity, as seen with text-based materials. Hence, this research aimed to compare the effectiveness of story-based audio-visual mnemonics and conventional text reading methods on medical students’ memory consolidation. Methods: A single-center, systematic random sampling, single-blinded, controlled study was conducted among 80 medical students in year one. The students were randomly assigned to the text-based (control) or story-based audio-visual mnemonics (intervention). Then, a test was held immediately, consisting of ten multiple-choice questions and ten oral recall keywords based on the topic given. The test was repeated in one week, two weeks, and four weeks later. Both descriptive and inferential statistics were utilized. The mean score difference between the audiovisual mnemonic and control groups was determined using a two-tailed unpaired t-test. Results: This study found that participants who underwent a story-based audiovisual mnemonics method had statistically significant higher marks in the single-response answer questions compared to participants who undergone a text reading method. The audiovisual group also spent a statistically significant shorter time to recall in the oral recall test in comparison to the control group. In conclusion, story-based audio-visual mnemonics are more effective in medical student’s memory retention compared to the conventional text reading method.

Enhancing Creativity: Using Visual Mnemonic Devices in the Teaching Process in Order to Develop Creativity in Students

(1) Background: In the field of creativity studies there is always space for expansion and new conceptualizations of the methods involved. Therefore, we will present in this paper a brief arrangement of the methods used to enhance creativity and consider whether visual mnemonic devices can increase creativity. The devices are used in the teaching process in order to ease the remembering process by creating a visual representation. Visual mnemonic devices are techniques that increase creativity as part of their own performance. (2) Methods: We will use a quasi-experimental, nonequivalent group design, the procedure involving the use of visual mnemonic devices. (3) Results: The results show that the degree of abstracting increased after using visual mnemonic devices, along with fluency and other creativity dimensions. (4) Conclusions: The paper shows that the creativity increased, based on a national percentile system (along with standard creativity index), after using the visual mnemonics devices, thus demonstrating a case for integrating the visual mnemonic devices among methods to foster creativity.

Integrating Visual Mnemonics and Input Feedback With Passphrases to Improve the Usability and Security of Digital Authentication

Objective: We developed a new authentication system based on passphrases instead of passwords. Our new system incorporates a user-generated mnemonic picture displayed during login, definition tooltips, error correction to reduce typographical errors, a decoy-based input masking technique, and random passphrase generation using either a specialized wordlist or a sentence template. Background: Passphrases exhibit a greater level of security than traditional passwords, but their wider adoption has been hindered by human factors issues. Our assertion is that the added features of our system work particularly well with passphrases and help address these shortcomings. Method: We conducted a study to evaluate our new system with a customized 1,450-word list and our new system with a 6-word sentence structure against the control conditions of a user-created passphrase of at least 24 characters and a system-generated passphrase using a 10,326-word list. Fifty participants completed two sessions so that we could measure the usability and security of the authentication schemes. Results: With the new system conditions, memorability was improved, and security was equivalent to or better than the control conditions. Usability and overall ratings also favored the new system conditions over the control conditions. Conclusion: Our research presents a new authentication system using innovative techniques that improve on the usability and security of existing password and passphrase authentication systems. Application: In computer security, drastic changes should never happen overnight, but we recommend that our contributions be incorporated into current authentication systems to help facilitate a transition from passwords to usable passphrases.

Computer-assisted language learning in reading comprehension by using visual mnemonics A case study of Iranian EFL learners

A profitable method to address reading delays is to use computer-assisted learning, but these techniques are not always effective. In this research, the researchers evaluated a commercially available computer system, which uses visual mnemonics, in a randomised controlled trial with 78 English-speaking children (mean age 7 years) who their schools identified as needing reading support. School based individual tutorials usually took place 2-3 times/week. Only the experimental group received the intervention in the first 10 months, thereafter both the experimental and control groups received the intervention for 6 months. After 10 months, the experimental group had significantly higher standardised scores than the waiting list control group of decoding, phonological awareness, naming speed, phonological short-term memory and executive loaded working memory. The computer-assisted intervention was effective and this suggests that this medium can be used for reading interventions with English speaking children.