Extension of Dancer’s Legs: Increasing Angles Show Motion

Usain Bolt’s Lightning Bolt pose, one arm highly extended to one side, suggests action. Likewise, static pictures of animals, legs extended, show animation. We tested a new cue for motion perception—extension—and in particular extension of dancer’s legs. An experiment with pictures of a dancer finds larger angles between the legs suggest greater movement, especially with in-air poses and in lateral views. Leg positions graded from simply standing to very difficult front and side splits. Liking ratings (a small range) were more related to Difficulty ratings (a large range) than Movement ratings (a moderate range).

Learning Basketball Tactical Actions from Video Modeling and Static Pictures: When Gender Matters

Recent studies within the physical education domain have shown the superiority of dynamic visualizations over their static counterparts in learning different motor skills. However, the gender difference in learning from these two visual presentations has not yet been elucidated. Thus, this study aimed to explore the gender difference in learning basketball tactical actions from video modeling and static pictures. Eighty secondary school students (Mage = 15.28, SD = 0.49) were quasi-randomly (i.e., matched for gender) assigned to a dynamic condition (20 males, 20 females) and a static condition (20 males, 20 females). Immediately after watching either a static or dynamic presentation of the playing system (learning phase), participants were asked to rate their mental effort invested in learning, perform a game performance test, and complete the card rotations test (test phase). The results indicated that spatial ability (evaluated via the card rotations test) was higher in males than in female students (p < 0.0005). Additionally, an interaction of gender and type of visualization were identified, supporting the ability-as-compensator hypothesis: female students benefited particularly from video modeling (p < 0.0005, ES = 3.12), while male students did not (p > 0.05, ES = 0.36). These findings suggested that a consideration of a learner’s gender is crucial to further boost learning of basketball tactical actions from dynamic and static visualizations.

Padova Emotional Dataset of Facial Expressions (PEDFE): a unique dataset of genuine and posed emotional facial expressions

Facial expressions are among the most powerful signals for human beings to convey their emotional states. Indeed, emotional facial datasets represent the most effective and controlled method of examining humans' interpretationof and reaction to various emotions. However, the scientific research on emotion mainly relied on static pictures of facial expressions posed (i.e., simulated) by actors, creating a signi?ficant bias in emotion literature. This dataset tries to ?ll this gap, providing a considerable amount (N = 1458) of dynamic genuine (N = 707) and posed (N = 751) clips of the six universal emotions from 56 participants. Furthermore, pictures displaying frame by frame the temporal dynamic of the expression, are also available for each clip. Notably, all stimuli were validated by 122 human observers. Hit rates for emotion and genuineness, as well as the mean, standard deviation of genuineness, and intensity perception, are provided for each clip.

When learning from animations is more successful than learning from static pictures: learning the specifics of change

The results of three meta-analyses show that the effectiveness of learning from animations, when compared to learning from static pictures, is rather limited. A recent re-analysis of one of these meta-analyses, however, supports that learning from animations is considerably more effective than learning from static pictures if the specifics of the displayed changes need to be learned. In order to further validate this finding as well as to clarify the educational strengths and weaknesses of animations and static pictures, an experimental study with three groups was conducted. Overall, 88 university students participated in the study. One group of learners (n = 30) watched a single picture of a gear mechanism, one group of learners (n = 28) watched four pictures, and one group of learners (n = 30) watched an animation. All groups had to identify specific motions and spatial arrangements covered by the gear mechanism. While learners who watched the animation exhibited the best performance with respect to the identification of motions, learners who watched the pictures showed the best performance with respect to the identification of spatial arrangements. The effect sizes are large. The results of the study help to clarify when animations and when static pictures are most suitable for learning.

Emotion Based Smart Music Player

Every individual human might have completely different faces; however, their expressions tell us the same story and it notably plays a significant role in extraction of an individual’s emotions and behavior. Music is the purest form of art and a medium of expression, which is known to have a greater connection with a person’s emotions. It has a novel ability to lift one’s mood. This project system focuses on building an efficient music player which works on emotion of user using facial recognition techniques. The facial features extracted will generate a system thereby reducing the effort and time involved in doing it manually. Facial data is captured by employing a camera. The emotion module makes use of deep learning techniques to spot the exact mood relative to that expression. The accuracy of mood detection module in the system for real time footage is above 80%; while for static pictures it is 95 to one hundred percent. Therefore, it brings out higher accuracy relating to time and performance.

Network agency and network dynamics

The literature often has assumed, explicitly or implicitly, that entrepreneurs use networks to develop opportunity, access resources, and gain legitimacy in order to perform and achieve success. Entrepreneurs’ networks have become a powerful explanation of success and performance in academia, in the business world, and in the popular press. However, research so far predominantly has relied on static pictures of entrepreneurs’ networks, which potentially provide incomplete and inadequate understanding of what actually occurs. Rather than relying on such static pictures of networks, research should rely on and build on a more social-interactive and dynamic understanding of networks. This chapter develops a social-interactive network dynamics framework that outlines various theories, perspectives, and empirical results related to network agency and network dynamics. Thus, this network dynamics framework becomes the core of the authors’ entrepreneurship-as-networking perspective. The chapter ends with discussions of potential avenues for future research.

Learning a Motor Skill from Video and Static Pictures in Physical Education Students—Effects on Technical Performances, Motivation and Cognitive Load

The purpose of the current study was to compare the effectiveness of a video and three different formats of static pictures (simultaneous-permanent pictures, sequential-transient pictures and sequential-permanent pictures) on the acquisition and retention of a complex judo skill in novice young adults. One hundred and thirty-three first-year students in the certificate in Physical Education (PE) were randomly assigned to either: a static-simultaneous-permanent pictures condition (n = 30), a static-sequential-transient pictures condition (n = 29), a static-sequential permanent pictures condition (n = 36) or a video condition (n = 38). They were instructed to observe and reproduce a complex judo technique (Ippon-Seoi-Nage) immediately after the learning phase (including a sequence of three trials—the acquisition phase) and after one week without observation (the retention phase). The results showed that the continuous video generated better learning performances than all static pictures formats. Moreover, it has been shown that sequential-permanent pictures presentation was more effective than static simultaneous-permanent pictures and sequential-transient pictures. In addition to the human movement effect, complementary explanations in terms of cognitive load theory, perceptual continuity, mental animation and intrinsic motivation are suggested. Implications of the results for the effective design of instructional materials within PE context are discussed.

Towards Interactive Search: Investigating Visual Search in a Novel Real-World Paradigm

An overwhelming majority of studies on visual search and selective attention were conducted using computer screens. There are arguably shortcomings in transferring knowledge from computer-based studies to real-world search behavior as findings are based on viewing static pictures on computer screens. This does not go well with the dynamic and interactive nature of vision in the real world. It is crucial to take visual search research to the real world in order to study everyday visual search processes. The aim of the present study was to develop an interactive search paradigm that can serve as a “bridge” between classical computerized search and everyday interactive search. We based our search paradigm on simple LEGO® bricks arranged on tabletop trays to ensure comparability with classical computerized visual search studies while providing room for easily increasing the complexity of the search environment. We found that targets were grasped slower when there were more distractors (Experiment 1) and there were sizable differences between various search conditions (Experiment 2), largely in line with classical visual search research and revealing similarities to research in natural scenes. Therefore, our paradigm can be seen as a valuable asset complementing visual search research in an environment between computerized search and everyday search.

Is too much help an obstacle? Effects of interactivity and cognitive style on learning with dynamic versus non-dynamic visualizations with narrative explanations

The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia learning environments. A group of 235 biology students learned about photosynthesis either from a computer-based animation or a series of static pictures with spoken explanatory text. Participants were randomly assigned to one of two conditions: with or without the possibility to pause, to play, or to fast-forward/rewind the learning environment (self-paced versus system-paced condition). Participants obtained better results when learning with the system-paced environment than with the self-paced one. A significant triple interaction between cognitive style, type of pacing, and type of visualization showed that highly developed visualizers learned poorer with self-paced static pictures than with system-paced static pictures. There were no significant effects regarding verbal cognitive style. Results shed more light on the relation between different levels of interactivity and visual cognitive style, when learning from static pictures.