Predicting the readability of transparent text

Will a simple global masking model based on image detection be successful at predicting the readability of transparent text? Text readability was measured for two types of transparent text: additive (as occurs in head-up displays) and multiplicative (which occurs in see-through liquid crystal display virtual reality displays). Text contrast and background texture were manipulated. Data from two previous experiments were also included (one using very low contrasts on plain backgrounds, and the other using higher-contrast opaque text on both plain and textured backgrounds). All variables influenced readability in at least an interactive manner. When there were background textures, the global masking index (that combines text contrast and background root mean square contrast) was a good predictor of search times (r = 0.89). When the masking was adjusted to include the text pixels as well as the background pixels in computations of mean luminance and contrast variability, predictability improved further (r = 0.91)

Developing and Assessing Respect for Human Dignity in College Students

Academic institutions are now expected to engage in developing and assessing learning outcomes; however, responsibility outcomes, such as respect for human dignity (RFHD), can be particularly challenging. As part of our Biopsychology course and Sensation and Perception course over the past decade, we applied the scientist-educator model of learning and drew from the literature on prejudice reduction to develop our RFHD interventions, which involved face-to-face interactions with others who had sensory deficits or brain/spinal cord injuries. We iteratively created two pre-post measures to assess development of different aspects of RFHD: a Behavioral Tendencies Questionnaire and a 4-Factor RFHD Model Questionnaire. Recently, we modified the intervention and the assessments for adoption in our Class, Race, and Ethnicity in Society course. This paper reports findings from these three courses and a control course in engineering (n = 153). Findings support our two sets of hypotheses, regarding 1) the efficacy of the assessments to capture different likelihoods for interacting with others targeted by the interventions and changes over time in these factors, and 2) positive effects of the face-to-face intervention activities. This study demonstrates RFHD can be developed and assessed in a college course and provides new assessments for RFHD that are easily modified for a variety of types of others (e.g., individuals who are homeless versus blind or of a particular race). Click here to read the corresponding ISSOTL blog post

Aligning best practices to develop targeted critical thinking skills and habits

This project evaluated the effectiveness of a course design within an upper-level biology course that incorporated what prior scholarship of teaching and learning (SoTL) research has suggested to be best practices for developing critical thinking skills while also managing the grading load on the instructor. These efforts centered on the development of a clearly articulated subset of skills identified by the Critical Thinking Assessment Test (CAT) as well as incorporated learning experiences designed to instill what we refer to as a “habit of critical investigation.” In this study, we tested the hypothesis that a single semester of an aligned course utilizing active learning and multiple opportunities for practice and feedback would: (a) increase the extent to which students agreed with the importance of questioning the credibility of claims across the semester, (b) increase the frequency at which students reported personally questioning the credibility of claims across the semester, (c) increase the number of students reporting investigation techniques consistent with critical investigation across the semester and (d) result in significantly greater student performance on the CAT questions that assessed the sub-skills practiced in the course when compared to the performance of a representative group of senior students at our institution. We observed substantial and significant gains in both the frequency at which students reported questioning claims and the degree to which their reported investigative actions were consistent with critical investigation. Furthermore, on the critical thinking sub-skills most aligned with what was practiced in the course, the experimental group significantly outperformed the comparison group

Predicting the Readability of Transparent Text

Text readability was measured for two types of transparent text (additive and multiplicative) at two contrast levels (0.3 and 0.45) on three background textures (culture, wave, plain), and it was measured for five levels of low text contrast (0.1, 0.15, 0.2, 0.25, 0.3) on plain backgrounds. For the transparent text, reading search times were longer for additive transparency, the low contrast, and the culture then the wave and then the plain background. For the low contrast experiment the 0.1 contrast level led to significantly slower search times when compared to all other contrast levels. When there were background textures a masking index that combined text contrast and background RMS contrast predicted search times much better than either measure alone. When the masking was adjusted to include the text pixels as well as the background pixels in computations of mean luminance and contrast variability, predictability improved further