Visual communication of technology: its impact on designing and innovation in industrial and engineering design education

Visual communication (VC) resources can be seen as playing an increasingly important role in delivery and learning systems in today s design and technology education. The performance of current tools and resources is the primary concern of this research, and particularly whether they take full advantage of VC when delivering technological information to industrial design (ID) and engineering design (ED) students. This thesis sought key principles behind the visual communication of technology (VCT) and its association to designing, creativity and innovation through a literature survey. The findings concluded that there were many such assertions made with little evidence concerning the associations suggested. Some guiding sources and key emerging principles (KEPs) for good VCT practices were established. A miniature-kite-designing exercise was conducted as a case study for the purpose of examining the links between VCT, designing and creativity and/or innovation. Kite-technological-information posters were used as the VCT tool for the kite-designing case. A comparative study of kite-designing was conducted in Malaysia to check the reliability of the study, and another validation study was carried out for the purpose of establishing the validity of the data gathering. Visual technological information (VTI) for kite design (or a kite-poster) was refined accordingly to the KEPs established from the literature review, and its visual impact was tested through the use of eye-tracking technology. Some selected current and historical visual tools, which have been used in design and technology communication and were recognised as having positive impacts were analysed and articulated in order to reveal a deeper understanding of the KEPs. These were further validated through eye-tracking of reading patterns of participants on those selected visuals. The perceptual responses toward those visuals were also recorded and analysed. A theoretical research framework was established to investigate VTI representation used in books by Ashby (1999) and Ashby and Johnson (2002), in new authors scholarly papers (METU, 2010), and of the author s analysis and redesign of some of those studied VTIs based on the KEPs emerging from the research. A questionnaire survey was conducted within a number of higher education institutions in 3 regions around the world in order to achieve reliable data gathering. This third case study was validated through experts discussion of the findings and related issues. Within these three case studies, a mixture of scientific (using the eye-tracker device) and conventional methods (questionnaires, interviews, discussion group and comparative studies), and also others methods such as design workshops, analysing existing resources, using own practice of design-and-redesign activities were conducted to provide quantitative and qualitative measurements to empirically validate the literature search. Evidence of links between VCT, designerly activities which involved knowledge, skills and values within the technological communication, and of facilitating creativity was obtained. Empirical evidence showed that VTIs were effective in communicating knowledge, skills and values; where the KEPs criteria had played essential roles in enriching the visual emphasis of VTIs. The redesigning exercise using the author s own practice, which articulated the KEPs through the redesign of the existing VTIs for the purpose of more effective VCT, again obtained significant evidence of visual effectiveness and easy understanding capability. Evidence from the analysis of 2 books on materials technology for ID and ED students, views from the 2 materials experts, and the literature review suggested that ID and ED students require difference types of representational models and graphical strategies of VCT in their learning. However, the empirical data from the research, which was supported by one of the materials experts, suggested that ID and ED students even with different cultural backgrounds did not require different VTIs or the use of different VCT strategies for effective communication

Parting A Read Sea Of Images: An Exploration Of Field Dependent-Independent Responses To Minimalist, Pictographic And Infographic Data Displays

ABSTRACT Western society reflects an âeikoncentric eraâ when contemporary instruction has become image -centered. Textbooks, journals, popular media as well as computer-based and web- based instructional media are filled by pictures that are intended to accomplish learning. Imagery is widely believed to represent an efficient, understandable method for relaying information and clarifying instruction for nearly all learners. However, those who subscribe to the adage âa picture is worth a thousand wordsâ often fail to acknowledge individual differences in visual comprehension and cognition. The field dependent-independent (FDI) cognitive style describes individual learner differences that can thwart visual learning. Information graphics are among the frequently used types of imagery that portray data. There is little empirical evidence to guide their design, and their creation is often based on intuition or opinion. This study researched the ways FDI learners comprehend and aesthetically assess minimalist information graphics, pictograms and infographics. Those participants who represented the most extreme field-dependent or field-independent learners were invited to participate in a two-part study. An instrument named the Comparative Information Graphic Test (CIG-T) was developed for testing comprehension of and perceived aesthetic efficacy, value and preference for minimalist information graphics, pictograms and infographics by FDI learner

Art Informing Science Education: The Potential Contributions of Ornithological Illustration to Ecology Education

Birds serve as an excellent group of organisms from which to introduce the study of ecology, being of inherent aesthetic interest to many otherwise uninterested in science, and are also ubiquitous in the immediate environment of many students. By extension, images of birds might serve as a valuable resource for the ecology educator, and bird artists – as a subset of ecologists - might provide useful models for expertise in ecology. This study examines the potential contributions of bird artists and bird art to education in ecology at the high school and college level. Eight contemporary bird artists were interviewed in depth to provide a multiple case study for the development of expertise in field ornithology as a subspecialty of ecology. Forty narrative bird paintings and forty sets of plates from popular field guides to birds were analyzed for their potential classroom use. Twenty-five ecological concepts were identified within the sample of bird art examined, all of which are recommended for inclusion in the ecology curriculum. Additionally, images of birds were found to have considerable potential for illustrating and teaching the history and nature of science

Assessing the development of high school chemistry students\u27 conceptual and visual understanding of dimensional analysis via supplemental use of a proprietary interactive software program

This study was designed to evaluate the effects of the proprietary science education software, “Conversionoes,” on students\u27 conceptual and visual understanding of dimensional analysis. The participants in the study were high school general chemistry students enrolled in two public high schools with different demographics (School A and School B) in the Chattanooga, Tennessee, metropolitan area. A mixed methods design was used in the data collection and analysis to provide a holistic view of the impact of the software on student learning, via a value-added design. The resulting qualitative and quantitative data indicated that the Conversionoes software enhanced the treatment groups’ conceptual and visual understanding of dimensional analysis. In fact, when all of the quantitative and qualitative data were viewed as a whole, the advantages of integrating Conversionoes into the general chemistry classroom appeared to have a positive impact on student conceptual and visual understanding of dimensional analysis. This was supported by the quantitative data, which indicated a significant difference between the overall pre-test and post-test scores of the treatment groups (n=14, t=-2.896, p=0.008). The treatment groups’ data were comprised of performance test results from Schools A and B. The descriptive statistics indicated that in general African-American students benefited the most from the software. African-American males had the highest increase in proficiency, 18%; followed by African-American females, 16%; White males, 10.22%; and White Females, 9.67%. With respect to gender, females had the highest increase in proficiency, 15.59%, males increased on average by 12.42%. More importantly the software elevated student performance in all of the ethnic groups and both genders, helping students make gains in their proficiency levels of dimensional analysis problem solving. The qualitative data also showed that most students valued their experiences using the Conversionoes software and claimed that it improved their knowledge of all aspects of dimensional analysis

Visualizing Set Relations and Cardinalities Using Venn and Euler Diagrams

In medicine, genetics, criminology and various other areas, Venn and Euler diagrams are used to visualize data set relations and their cardinalities. The data sets are represented by closed curves and the data set relationships are depicted by the overlaps between these curves. Both the sets and their intersections are easily visible as the closed curves are preattentively processed and form common regions that have a strong perceptual grouping effect. Besides set relations such as intersection, containment and disjointness, the cardinality of the sets and their intersections can also be depicted in the same diagram (referred to as area-proportional) through the size of the curves and their overlaps. Size is a preattentive feature and so similarities, differences and trends are easily identified. Thus, such diagrams facilitate data analysis and reasoning about the sets. However, drawing these diagrams manually is difficult, often impossible, and current automatic drawing methods do not always produce appropriate diagrams. This dissertation presents novel automatic drawing methods for different types of Euler diagrams and a user study of how such diagrams can help probabilistic judgement. The main drawing algorithms are: eulerForce, which uses a force-directed approach to lay out Euler diagrams; eulerAPE, which draws area-proportional Venn diagrams with ellipses. The user study evaluated the effectiveness of area- proportional Euler diagrams, glyph representations, Euler diagrams with glyphs and text+visualization formats for Bayesian reasoning, and a method eulerGlyphs was devised to automatically and accurately draw the assessed visualizations for any Bayesian problem. Additionally, analytic algorithms that instantaneously compute the overlapping areas of three general intersecting ellipses are provided, together with an evaluation of the effectiveness of ellipses in drawing accurate area-proportional Venn diagrams for 3-set data and the characteristics of the data that can be depicted accurately with ellipses

Comparison of middle school student performance on photograph-based multiple-choice items and text-based multiple-choice items on a state science achievement test

The purpose of this study was to investigate how photograph-based life science multiple-choice items influenced Louisiana science students\u27 performance on statewide standardized tests, in comparison with text-based items about the same content. This mixed methodology research study focused primarily on types of multiple-choice items, specifically five matched pairs of multiple-choice items, text-only and same-text with a photograph. For the 2007 LEAP field test, statistics from 11 multiple-choice items were utilized to characterize student performance on photograph-based multiple-choice items. Data from all Louisiana 8th grade students taking Form 3 (n=1130) and Form 4 (n=1182) were analyzed to compare student performance on each item type. Additional case study research was conducted in two schools. Within each school, one 8th grade class was exposed to the 20-Question Model (Wandersee, 2000) (treatment group); the remaining 8th grade classes were not (control group). Questionnaires were given to all 8th grade students at each school which focused on the student\u27s experience when answering the field test questions with a photograph. In addition four eighth-grade students, who were contrasted on gender and on high or low academic performance, were interviewed and asked to co-construct six concept maps related to six different test items used in the study (four with photographs, two without photographs). The analysis of the quantitative data showed a significant difference on the heron item. There was a moderate positive correlation between achievement level and mean number correct on the photograph-based items (rs=.1536). The data show that students performing at low achievement levels benefited from the photograph-based item. The qualitative data analysis revealed positive student perception when working with photographs during classroom instruction and taking assessments. The student interviews and concept maps with the four students revealed students\u27 conceptions and misconceptions about life science concepts

Data graphics and interactive information environments

The flow and exchange of information is characteristic of the digital age. Information is increasingly consumed and produced. It has to be stored, channelled and processed. It also has to be reproduced in new forms again and again. The exponential growth in the volume of digital data has led to new challenges to visualize this data, such that it makes a significant difference to ones understanding of this data. This gain is known as information, which ultimately transforms into knowledge. Information Visualization attempts to create tools and processes that are an aid to cognition. Although this is a relatively new but established discipline, its roots can be traced to developments in the early 17th century, to what are now termed as Data Graphics. As a precursor to modern, dynamic, computer-based visualizations, Data Graphics underpin the science of visualization. This thesis looks at the design principles that govern the construction of historic and contemporary data displays. Although the medium on which Data Graphics have historically been constructed and presented has changed from paper to the computer, design principles have remained the same regardless of the medium or the source of content. The thesis then applies these principles to construct two applications based on large, complex and multivariate data-sets. The first is a proposal for a three-dimensional radar display to visualize Air Traffic Control data. The second application is a visual navigation tool to search within a hypertext document. Both case studies apply design principles inherent in data graphics and utilise human perceptual and cognitive abilities to extract information inherent in data. Finally, both applications are tested by conducting user studies. The contributions of the thesis lie in the construction of the two novel information visualization applications stated above, and by demonstrating that data graphic design principles transcend the medium in which they are produced and presented and can greatly enhance the beauty, efficacy and effectiveness of data displays

Transforming structured descriptions to visual representations. An automated visualization of historical bookbinding structures.

In cultural heritage, the documentation of artefacts can be both iconographic and textual, i.e. both pictures and drawings on the one hand, and text and words on the other are used for documentation purposes. This research project aims to produce a methodology to transform automatically verbal descriptions of material objects, with a focus on bookbinding structures, into standardized and scholarly-sound visual representations. In the last few decades, the recording and management of documentation data about material objects, including bookbindings, has switched from paper-based archives to databases, but sketches and diagrams are a form of documentation still carried out mostly by hand. Diagrams hold some unique information, but often, also redundant information already secured through verbal means within the databases. This project proposes a methodology to harness verbal information stored within a database and automatically generate visual representations. A number of projects within the cultural heritage sector have applied semantic modelling to generate graphic outputs from verbal inputs. None of these has considered bookbindings and none of these relies on information already recorded within databases. Instead they develop an extra layer of modelling and typically gather more data, specifically for the purpose of generating a pictorial output. In these projects qualitative data (verbal input) is often mixed with quantitative data (measurements, scans, or other direct acquisition methods) to solve the problems of indeterminateness found in verbal descriptions. Also, none of these projects has attempted to develop a general methodology to ascertain the minimum amount ii of information that is required for successful verbal-to-visual transformations for material objects in other fields. This research has addressed these issues. The novel contributions of this research include: (i) a series of methodological recommendations for successful automated verbal-to-visual intersemiotic translations for material objects — and bookbinding structures in particular — which are possible when whole/part relationships, spatial configurations, the object’s logical form, and its prototypical shapes are communicated; (ii) the production of intersemiotic transformations for the domain of bookbinding structures; (iii) design recommendations for the generation of standardized automated prototypical drawings of bookbinding structures; (iv) the application — never considered before — of uncertainty visualization to the field of the archaeology of the book. This research also proposes the use of automatically generated diagrams as data verification tools to help identify meaningless or wrong data, thus increasing data accuracy within databases