User Interface Analysis of Gapura Universitas Multimedia Nusantara Website

The user interface (UI) of the Gapura site is proven to have various problems such as a poor visual hierarchy, UI that confuses its users, and UI that are considered unattractive by users. These things result in the poor feedback of its users. This study aims to examine the problems in the Gapura site by using the guidelines of the e-book published by UXPin, "Web UI Best Practice". The series of tests that will be conducted are blur test, scenario test, questionnaire and survey. After that, a prototype will be built according to the results of the tests with the aim of improving the UI Gapura site. The results of the prototypes made show that while there are still mistakes regarding the visual hierarchy of the prototype, the prototype was proven to be more usable by the users, and received better feedback than the Gapura site. Thus, it can be concluded that the changes applied in the prototype has made the UI of Gapura better.

Divisive normalization unifies disparate response signatures throughout the human visual hierarchy

Neural processing is hypothesized to apply the same mathematical operations in a variety of contexts, implementing so-called canonical neural computations. Divisive normalization (DN) is considered a prime candidate for a canonical computation. Here, we propose a population receptive field (pRF) model based on DN and evaluate it using ultra-high-field functional MRI (fMRI). The DN model parsimoniously captures seemingly disparate response signatures with a single computation, superseding existing pRF models in both performance and biological plausibility. We observe systematic variations in specific DN model parameters across the visual hierarchy and show how they relate to differences in response modulation and visuospatial information integration. The DN model delivers a unifying framework for visuospatial responses throughout the human visual hierarchy and provides insights into its underlying information-encoding computations. These findings extend the role of DN as a canonical computation to neuronal populations throughout the human visual hierarchy.

Top-down predictions of visual features dynamically reverse their bottom-up processing in the occipito-ventral pathway to facilitate stimulus disambiguation and behavior

The prevalent conception of vision-for-categorization suggests an interplay of two dynamic flows of information within the occipito-ventral pathway. The bottom-up flow progressively reduces the high-dimensional input into a lower-dimensional representation that is compared with memory to produce categorization behavior. The top-down flow predicts category information (i.e. features) from memory that propagates down the same hierarchy to facilitate input processing and behavior. However, the neural mechanisms that support such dynamic feature propagation up and down the visual hierarchy and how they facilitate behavior remain unclear. Here, we studied them using a prediction experiment that cued participants (N = 11) to the spatial location (left vs. right) and spatial frequency (SF, Low, LSF, vs. High, HSF) contents of an upcoming Gabor patch. Using concurrent MEG recordings of each participant's neural activity, we compared the top-down flow of representation of the predicted Gabor contents (i.e. left vs. right; LSF vs. HSF) to their bottom-up flow. We show (1) that top-down prediction improves speed of categorization in all participants, (2) the top-down flow of prediction reverses the bottom-up representation of the Gabor stimuli, going from deep right fusiform gyrus sources down to occipital cortex sources contra-lateral to the expected Gabor location and (3) that predicted Gabors are better represented when the stimulus is eventually shown, leading to faster categorizations. Our results therefore trace the dynamic top-down flow of a predicted visual content that chronologically and hierarchically reversed bottom-up processing, further facilitates visual representations in early visual cortex and subsequent categorization behavior.

PERANCANGAN VISUALISASI JURNAL “TALENTIFY” SEBAGAI MEDIA IDENTIFIKASI MINAT DIRI REMAJA

Talentify is an activity book that is used to help highschool teenager to explore their interests in order to prevent the phenomenon of misdirecting college major. From the first market research on extreme users and expert users, a visual problem was discovered where Talentify book was considered too stodgy to read and fill, this was due to the dominance of text's composition, also the minimum frequent of visual elements such as illustrations and symbols. Therefore, the purpose of this design is to overcome the visual problems of Talentify product as described above so that the book appearance looks more fun and challenging to fill. This design uses secondary data collection methods. The secondary data is the result of literature studies through related journals and books such as visual design, activity books, reflective journals, and interactive content. These summaries will be considered as the basic knowledge to redesign the appearance of the book. The result of this design is the visual element and the book graphic design itself with more "fun" concept which associates with the brand identity, also layouts and illustrations which more organized according to visual hierarchy that does not causing a stodgy feeling when the users fill and read the book. Keywords: Activity Book, Interactive Journal, Self-Interest.

The visual construction of the individual education plan and parent involvement

In educative practices, planning documents play an important role in communicating the educational needs of students with disabilities. The Individual Education Plan (IEP) is the main document that facilitates and enables accommodation for students with special education requirements. The IEP describes a student’s individual learning outcomes and services based on his or her level of educational performance (Griangreco, 1994). Research on the IEP work process has demonstrated that it can be confusing, frustrating, or ineffective in many cases (Ng, 2013). By taking the parents’ perspective and experience in the creation of the IEP, one can seek to understand why this can be such a taxing communicative process. As the literature can attest, there is great emphasis on parent involvement and positive outcomes in the IEP work process. However, parent input does not appear to be of great value or importance within the IEP document. In order to address the problem of poor parent involvement in the creation of the IEP, the IEP document template must be carefully analyzed. By taking the perspective of the parents in the IEP work process, the following research questions will be addressed: Primary Research Question • How do the textual and visual constructions of the IEP document elicit parent involvement in individual education planning? When analyzing IEP documents, the visual construction and the layout can be examined in order to understand why parent involvement may be limited. Written language can be analyzed by semiotic theory, which studies a system of signs, including a sign, signifier, and signified (Warner, 1990). Semiotic analysis questions what constitutes representation and the use of signs and sign systems to make messages (Nuessel, 2012). Thus, using semiotic analysis can help to understand how parents perceive the IEP document in practice. By gaining a richer understanding of the IEP template, one can hypothesize how parental involvement is communicated in the IEP work process. In considering the composition of a document, effective design enables the reader to understand information by visually grouping elements into units and indicating order through visual hierarchy (Martin, 1989). By referring to the document design and layout of a textual document, one can assess and interpret cues such as order, proximity, visual hierarchy, and visual prominence. Further, through the implementation of a semiotic content analysis of IEP templates employed across Ontario school boards, the notion of parent involvement can be better understood.

The visual construction of the individual education plan and parent involvement

In educative practices, planning documents play an important role in communicating the educational needs of students with disabilities. The Individual Education Plan (IEP) is the main document that facilitates and enables accommodation for students with special education requirements. The IEP describes a student’s individual learning outcomes and services based on his or her level of educational performance (Griangreco, 1994). Research on the IEP work process has demonstrated that it can be confusing, frustrating, or ineffective in many cases (Ng, 2013). By taking the parents’ perspective and experience in the creation of the IEP, one can seek to understand why this can be such a taxing communicative process. As the literature can attest, there is great emphasis on parent involvement and positive outcomes in the IEP work process. However, parent input does not appear to be of great value or importance within the IEP document. In order to address the problem of poor parent involvement in the creation of the IEP, the IEP document template must be carefully analyzed. By taking the perspective of the parents in the IEP work process, the following research questions will be addressed: Primary Research Question • How do the textual and visual constructions of the IEP document elicit parent involvement in individual education planning? When analyzing IEP documents, the visual construction and the layout can be examined in order to understand why parent involvement may be limited. Written language can be analyzed by semiotic theory, which studies a system of signs, including a sign, signifier, and signified (Warner, 1990). Semiotic analysis questions what constitutes representation and the use of signs and sign systems to make messages (Nuessel, 2012). Thus, using semiotic analysis can help to understand how parents perceive the IEP document in practice. By gaining a richer understanding of the IEP template, one can hypothesize how parental involvement is communicated in the IEP work process. In considering the composition of a document, effective design enables the reader to understand information by visually grouping elements into units and indicating order through visual hierarchy (Martin, 1989). By referring to the document design and layout of a textual document, one can assess and interpret cues such as order, proximity, visual hierarchy, and visual prominence. Further, through the implementation of a semiotic content analysis of IEP templates employed across Ontario school boards, the notion of parent involvement can be better understood.

The Normalization Model Captures the Effects of Object-based Attention in the Human Visual Cortex

Here, we report that normalization model can capture the effects of object-based attention across the visual hierarchy in the human brain. We used superimposed pairs of objects and asked participants to attend to different targets. Modeling voxel responses, we demonstrated that the normalization model outperforms other models in predicting voxel responses in the presence of attention. Our results propose normalization as a canonical computation operating in the primate brain.