Assessment of Visual Literacy – Contributions of Eye Tracking

Visual Literacy (VL) is defined as a set of competencies to understand and express oneself through visual imagery. An expansive model, the Common European Framework of Reference for Visual Literacy (CEFR-VL) (Wagner & Schönau, 2016), comprises 16 sub-competencies, including abilities such as analyzing, judging, experimenting with or aesthetically experiencing images. To empirically assess VL sub-competencies different visual tasks were presented to VL experts and novices. Problem-solving behavior and cognitive strategies involved in visual logical reasoning (Paper 1), Visual Search (Paper 2), and judgments of visual abstraction (Paper 3) were investigated. Eye tracking in combination with innovative statistical methods were used to uncover latent variables during task performance and to assess the possible effects of differences in expertise level. Furthermore, the relationship between students' self-reported visual abilities and their performance on VL assessment tasks is systematically explored. Results show how effects of perceptual skills of VL experts are less pronounced and more nuanced than implied by VL models. The comprehension of visual logical models does not seem to depend much on VL, as experts and novices did not differ in their solution strategies and eye movement indicators (Paper 1). In contrast, the visual search task on artworks revealed how experts were able to detect target regions with higher efficiency than novices revealed by higher precision of fixations on target regions. Furthermore, latent image features were detected by experts with more certainty (Paper 2). The assessment of perceived level of visual abstraction revealed how, contrary to our expectations, experts did not outperform novices but despite that were able to detect nuanced level of abstraction compared to student groups. Distribution of fixations indicate how attention is directed towards more ambiguous images (Paper 3). Students can be classified based on different levels of visual logical comprehension (Paper 1), on self-reported visual skills, and the time spent on the tasks (Paper 2, Paper 3). Self-reported visual art abilities of students (e.g., imagination) influences the visual search and the judgment of visual abstraction. Taken together the results show how VL skills are not determined solely by the number of correct responses, but rather by how visual tasks are solved and deconstructed; for example, experts are able to focus on less salient image regions during visual search and demonstrate a more nuanced interpretation of visual abstraction. Low-level perceptual abilities of experts and novices differ marginally, which is consistent with research on art expertise. Assessment of VL remains challenging, but new empirical methods are proposed to uncover the underlying components of VL

Exploring the Usability of the German COVID-19 Contact Tracing App in a Combined Eye Tracking and Retrospective Think Aloud Study

In the course of the corona virus (COVID-19) pandemic, many digital solutions for mobile devices (e.g., apps) were presented in order to provide additional resources supporting the control of the pandemic. Contact tracing apps (i.e., identify persons who may have been in contact with a COVID-19 infected) constitute one of the most popular as well as promising solutions. However, as a prerequisite for an effective application, such apps highly depend on being used by large numbers of the population. Consequently, it is important that these apps offer a high usability for everyone. We therefore conducted an exploratory study to learn more about the usability of the German COVID-19 contact tracing app Corona-Warn-App (CWA). More specifically, N = 15 participants assessed the CWA, relying on a combined eye tracking and retrospective think aloud approach. The results indicate, on the one hand, that the CWA leaves a promising impression for pandemic control, as essential functions are easily recognized. However, on the other hand, issues were revealed (e.g., privacy policy) that could be addressed in future updates more properly

A Mobile Assessment Tool for Collecting Data in Large-Scale Educational Studies

Abstract Conducting scientific studies is an often frustrating and tedious task. To minimize the usual problems, such as lack of concentration or willingness to participate, and instead promote interest in the study, a smart mobile device assessment tool was developed. The tablet-based assessment tool offers a wide range of visual tasks that can be employed when conducting studies utilizing the European Framework of Visual Literacy (ENViL). Furthermore, the assessment tool is highly configurable in the field using a centralized server and spreadsheet-based configuration files, thereby ensuring that no programming language is required to adapt the tasks on the mobile devices participating in the study. Finally, the presented framework and architecture are completely cross-platform and cross-device and can be re-used and extended for any number of similar studies and tasks

Einmal begeistert, immer begeistert? Eine Experience-Sampling-Studie zur wahrgenommenen Unterrichtsqualität und Motivation von Schülerinnen und Schülern im Kunstunterricht

Zahlreiche Studien in der quantitativ-empirischen Unterrichtsforschung folgen zwar theoretisch der Angebots-Nutzungskonzeption unterrichtlicher Wirkungen, basieren jedoch auf retrospektiv erhobenen Unterrichtswahrnehmungen oder Beobachtungsdaten und können daher wenig Aussagen über das subjektive Erleben von Lernenden während des Unterrichts machen. Befunde zur intraindividuellen Varianz von wahrgenommener Unterrichtsqualität und Motivation im Unterricht sowie zu intraindividuellen Zusammenhängen würden helfen, unterrichtliche Wirkungen unter Angebots-Nutzungsperspektive noch besser zu verstehen. Dieses Desiderat aufgreifend wurden in vorliegender Studie Lernende mittels Experience-Sampling Methode zu mehreren Zeitpunkten im Verlauf zweier Doppelstunden Kunstunterricht zu ihrer Unterrichtsqualitätswahrnehmung und Motivation befragt. Darüber hinaus wurde die Erfüllung der Bedürfnisse nach Kompetenz und Autonomie als Indikatoren für die individuelle Nutzung des Angebots als potenzielle Mediatorvariablen erfragt. Auf Basis einer Stichprobe von 222 Lernenden aus 9 Klassen der 9. Jahrgangsstufe des Gymnasiums und der Integrierten Gesamtschule zeigten sich folgende Ergebnisse: 1) Der größte Teil der Varianz in den Einschätzungen aller Konstrukte der Lernenden lag zwischen den Zeitpunkten, gefolgt von der Varianz zwischen den Personen; zwischen den Klassen variierten die Einschätzungen kaum. 2) Es konnten charakteristische Verlaufsformen einiger erhobener Einschätzungen über die beiden Doppelstunden ermittelt werden. 3) Vor allem auf intraindividueller Ebene wurden neben direkten Effekten der Unterrichtswahrnehmungen auf die selbstbestimmte Motivation auch indirekte über die wahrgenommene Autonomieunterstützung sichtbar. Die Ergebnisse helfen zu verstehen, wie wahrgenommene Unterrichtsqualität, individuelle Nutzung (Erfüllung des Bedürfnisses nach Autonomie) und selbstbestimmte Motivation im Unterrichtsverlauf zusammenspielen und es wird diskutiert, welche weiterführenden Studien folgen sollten. (DIPF/Orig.)Numerous studies in quantitative-empirical classroom research theoretically follow the supply-use conception of instructional effects, but they are based on retrospectively assessed classroom perceptions or observational data and can therefore make few statements about the subjective experience of learners during instruction. Findings on intraindividual variances of classroom perceptions and motivation as well as on intraindividual relationships would help to better understand instructional effects from a supply-use perspective. In the present study, teaching perceptions and motivation were surveyed at several points in time in the course of two double lessons of art instruction using the experience-sampling method. Additionally, satisfaction of the needs for competence and autonomy were assessed as indicators for the individual use of the supplied instruction and potential mediator variable. Based on a sample of 222 learners from 9 classes of the 9th grade of the \u27Gymnasium\u27 and the \u27Integrierte Gesamtschule\u27, the following results emerged: 1) Most of the variance in the learners\u27 estimations was found between time points (within-level), followed by the variance between individuals (between-level); between classes, the assessments hardly varied (class level). 2) Characteristic courses of some elicited constructs across the two double lessons could be identified. 3) Particularly at the intraindividual level, indirect effects via perceived autonomy support became apparent in addition to direct effects of instructional perceptions on self-determined motivation. The results help to understand how perceptions of instructional quality, satisfaction of the need for autonomy (as indicator for the individual use of the supplied instruction) and self-determined motivation look like in the course of a double lesson and it is discussed which further studies should follow. (DIPF/Orig.

Assessing Heterogeneity in Students’ Visual Judgment: Model-Based Partitioning of Image Rankings

Differences in the ability of students to judge images can be assessed by analyzing the individual preference order (ranking) of images. To gain insights into potential heterogeneity in judgement of visual abstraction among students, we combine Bradley–Terry preference modeling and model-based recursive partitioning. In an experiment a sample of 1,020 high-school students ranked five sets of images, three of which with respect to their level of visual abstraction. Additionally, 24 art experts and 25 novices were given the same task, while their eye movements were recorded. Results show that time spent on the task, the students’ age, and self-reported interest in visual puzzles had significant influence on rankings. Fixation time of experts and novices revealed that both groups paid more attention to ambiguous images. The presented approach makes the underlying latent scale of visual judgments quantifiable

Competitive advantage from mandatory investments: An empirical study of Australian firms

Mandatory information system (IS) investments occur when government regulations require firms to alter their IS. These investments are additional expenditures added onto the initial expenditures of non-mandatory IS investments. Managers are concerned about associated costs and in an attempt to reduce the expenditures, most firms refrain from formal planning methods when mandatory investments are imposed upon them. Drawing on Henderson’s and Sifonis’ (1988) IS Planning and Investment Model as our theoretical lens, this paper argues that firms should re-consider this practice. It is hypothesised that formal planning methods are beneficial because they enable firms to combine mandatory and non-mandatory investments in such a way that competitive advantage can be achieved. We use a secondary dataset provided by the Australian government to test the hypotheses. Results show that only two out of three investigated formal planning methods are positively associated with competitive advantage. We conclude that in the special case of mandatory investments, formal methods are only beneficial if they incorporate information from the entire firm, rather than information from particular departments only

The Merits of Playing It by the Book: Routine versus Deliberate Learning and the Development of Dynamic Capabilities

In this study, we investigate the nature of dynamic capabilities and use a fine-grained measurement to test how centralization, routinization, and formalization relate to the underlying learning components of dynamic capabilities. We find that the effects of our three dimensions of managerial practices are broadly similar for almost all components of dynamic capabilities, and that only a few show a different pattern. Centralization and routinization are negatively related to dynamic capabilities, formalization is shown to have a significantly positive effect. We provide insights into the role of three dimensions of managerial practice by explaining variation among the learning components of dynamic capabilities. This has implications for the nature and development of dynamic capabilities as well as for the routine versus deliberate learning debate

Angle-resolved photoemission spectroscopy of the cuprate superconductors

This paper reviews the most recent ARPES results on the cuprate superconductors and their insulating parent and sister compounds, with the purpose of providing an updated summary of the extensive literature in this field. The low energy excitations are discussed with emphasis on some of the most relevant issues, such as the Fermi surface and remnant Fermi surface, the superconducting gap, the pseudogap and d-wave-like dispersion, evidence of electronic inhomogeneity and nano-scale phase separation, the emergence of coherent quasiparticles through the superconducting transition, and many-body effects in the one-particle spectral function due to the interaction of the charge with magnetic and/or lattice degrees of freedom. The first part of the paper introduces photoemission spectroscopy in the context of strongly interacting systems, along with an update on the state-of-the-art instrumentation. The second part provides a brief overview of the scientific issues relevant to the investigation of the low energy electronic structure by ARPES. The rest of the paper is devoted to the review of experimental results from the cuprates and the discussion is organized along conceptual lines: normal-state electronic structure, interlayer interaction, superconducting gap, coherent superconducting peak, pseudogap, electron self energy and collective modes. Within each topic, ARPES data from the various copper oxides are presented.Comment: Reviews of Modern Physics, in press. A HIGH-QUALITY pdf file is available at http://www.physics.ubc.ca/~damascel/RMP_ARPES.pd