Attention cueing in an instructional animation

In modern educational environments, dynamic visualizations such as animations are increasingly used for presenting change-related information. Due to their great appeal and acclaimed benefits to show dynamic processes in real-time, animations have quickly become one of the most popular instructional materials. However, much evidence indicates that animation-based instruction is frequently no more effective than learning from static graphics. Especially inexperienced learners may have difficulties or experience high processing demands when trying to understand animations that depict multiple changes. In such complex animations, the process of locating task-relevant information may require a high amount of ineffective working memory load, because highly salient but irrelevant elements need to be suppressed to avoid unnecessary visual searches. The aim of this dissertation was to investigate whether guiding learners’ attention to an animation’s relevant parts by cueing them would help learners to extract task-relevant information from an animation, use this information for further processing and hence promote learners’ understanding of the animation. Studies were conducted in which cued and uncued animations without textual explanations were compared, presentation speed of the animation was varied, and eye tracking methodology was applied to gain more insight into how and when cueing supports learning. Furthermore, the influence of cueing was investigated when the animation was studied with explanations, either provided to learners in a narration or generated by the learners themselves. One of the main outcomes of the studies is that cueing is necessary to guide learners’ attention to relevant parts of an animation without text but that it is insufficient to foster learning. On the other hand, active processing of the animation with explanations only leads to improved learning if the animation contains cues. So, the combination of cueing to improve the design of the animation and active processing to increase learners’ engagement with the animation is highly effective for promoting learning from an animation that shows multiple simultaneously occurring changes

Shaping the Future of Animation towards Role of 3D Simulation Technology in Animation Film and Television

The application of 3D simulation technology has revolutionized the field of animation film and television art, providing new possibilities and creative opportunities for visual storytelling. This research aims to explore the various aspects of applying 3D simulation technology in animation film and television art. It examines how 3D simulation technology enhances the creation of realistic characters, environments, and special effects, contributing to immersive and captivating storytelling experiences. The research also investigates the technical aspects of integrating 3D cloud simulation technology into the animation production pipeline, including modeling, texturing, rigging, and animation techniques. This paper explores the application of these optimization algorithms in the context of cloud-based 3D environments, focusing on enhancing the efficiency and performance of 3D simulations. Black Widow and Spider Monkey Optimization can be used to optimize the placement and distribution of 3D assets in cloud storage systems, improving data access and retrieval times. The algorithms can also optimize the scheduling of rendering tasks in cloud-based rendering pipelines, leading to more efficient and cost-effective rendering processes. The integration of 3D cloud environments and optimization algorithms enables real-time optimization and adaptation of 3D simulations. This allows for dynamic adjustments of simulation parameters based on changing conditions, resulting in improved accuracy and responsiveness. Moreover, it explores the impact of 3D cloud simulation technology on the artistic process, examining how it influences the artistic vision, aesthetics, and narrative possibilities in animation film and television. The research findings highlight the advantages and challenges of using 3D simulation technology in animation, shedding light on its potential future developments and its role in shaping the future of animation film and television art

Improving users’ comprehension of changes with animation and sound: an empirical assessment

Animation or sound is often used in user interfaces as an attempt to improve users' perception and comprehension of evolving situations and support them in decision-making. However, empirical data establishing their real effectiveness on the comprehension of changes are still lacking. We have carried out an experiment using four combinations of visual and auditory feedback in a split attention task. The results not only confirm that such feedback improves the perception of changes, but they also demonstrate that animation and sound used alone or combined bring major improvements on the comprehension of a changing situation. Based on these results, we propose design guidelines about the most efficient combinations to be used in user interfaces

Improving Listening and Speaking Skills by Using Animation Videos and Discussion Method

Listening and speaking are the important skills that have to be mastered by the students. By having these skills, the students can communicate with others easily. There are many strategies that can be used to teach listening and speaking skills. One of the strategies is by using animation videos. Many students of all ages still like watching animation videos for they are interesting. Animation videos can help the students more understand because they present visual context aids that assist the students comprehend and improve their learning skills. Animation videos can be integrated with discussion method. This paper aims at providing required information about the advantages of animation videos and how to use them in the teaching and learning English activity

Techniques for augmenting the visualisation of dynamic raster surfaces

Despite their aesthetic appeal and condensed nature, dynamic raster surface representations such as a temporal series of a landform and an attribute series of a socio-economic attribute of an area, are often criticised for the lack of an effective information delivery and interactivity.In this work, we readdress some of the earlier raised reasons for these limitations -information-laden quality of surface datasets, lack of spatial and temporal continuity in the original data, and a limited scope for a real-time interactivity. We demonstrate with examples that the use of four techniques namely the re-expression of the surfaces as a framework of morphometric features, spatial generalisation, morphing, graphic lag and brushing can augment the visualisation of dynamic raster surfaces in temporal and attribute series

Unambiguous evidence of coronal implosions during solar eruptions and flares

In the implosion conjecture, coronal loops contract as the result of magnetic energy release in solar eruptions and flares. However, after almost two decades, observations of this phenomenon are still rare and most previous reports are plagued by projection effects so that loop contraction could be either true implosion or just a change in loop inclination. In this paper, to demonstrate the reality of loop contractions in the global coronal dynamics, we present four events with the continuously contracting loops in an almost edge-on geometry from the perspective of SDO/AIA, which are free from the ambiguity caused by the projection effects, also supplemented by contemporary observations from STEREO for examination. In the wider context of observations, simulations and theories, we argue that the implosion conjecture is valid in interpreting these events. Furthermore, distinct properties of the events allow us to identify two physical categories of implosion. One type demonstrates a rapid contraction at the beginning of the flare impulsive phase, as magnetic free energy is removed rapidly by a filament eruption. The other type, which has no visible eruption, shows a continuous loop shrinkage during the entire flare impulsive phase, which we suggest shows the ongoing conversion of magnetic free energy in a coronal volume. Corresponding scenarios are described that can provide reasonable explanations for the observations. We also point out that implosions may be suppressed in cases when a heavily mass-loaded filament is involved, possibly serving as an alternative account for their observational rarity

How can I produce a digital video artefact to facilitate greater understanding among youth workers of their own learning-to-learn competence?

In Ireland, youth work is delivered largely in marginalised communities and through non-formal and informal learning methods. Youth workers operate in small isolated organisations without many of the resources and structures to improve practice that is afforded to larger formal educational establishments. Fundamental to youth work practice is the ability to identify and construct learning experiences for young people in non-traditional learning environments. It is therefore necessary for youth workers to develop a clear understanding of their own learning capacity in order to facilitate learning experiences for young people. In the course of this research, I attempted to use technology to enhance and support the awareness among youth workers of their own learning capacity by creating a digital video artifact that explores the concept – learning-to-learn. This study presents my understanding of the learning-to-learn competence as, I sought to improve my practice as a youth service manager and youth work trainer. This study was conducted using an action research approach. I designed and evaluated the digital media artifact – “Lenny’s Quest” in collaboration with staff and trainer colleagues in the course of two cycles of action research, and my research was critiqued and validated throughout this process

Leisure Is Hard Work: Digital Practices and Future Competencies

Part of the Volume on Youth, Identity, and Digital Media This chapter is based on two claims, namely that digital media are fundamental in nurturing human competencies for the future and that children's leisured media practices are critical catalysts in that process. These claims are documented by results from a recent case study on children's content creation of digital animation. Based on these results, the chapter discusses some of the fundamental challenges posed to educational institutions if they are to nurture future-directed competences for all pupils. These challenges include pupils' understanding of knowledge, their attitudes to learning resources and contexts of use, and the distribution of power relations. Like 300 million other kids around the globe, every Dane under the age of 20 knows that the protagonist of The Little Mermaid is Ariel, a fiesty redhead who manages to shape her fate and fortune. This fact is noteworthy only because Danish author Hans Christian Andersen, the author of the orignal fairy tale, composed a tragic tale of loss and redemption. The narrative and experiential discrepancies raise fundamental questions about the ways in which global and local media products frame children's everyday culture and the ways in which media operate as identity markers in a variety of sociocultural contexts. Moreover, Disney's figures, like many other media elements, are routinely appropriated by children in their own, increasingly digitized, media productions, from simple drawings to blogs, screen dumps, and home pages. These practices raise important issues about the role played by digital forms of media production for children vis a vis the more conventional and widespread forms of media reception