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Journal articles on the topic 'Visualization of educational information'
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Derbak, N. V. "METHODOLOGICAL RECOMMENDATIONS FOR VISUALIZING EDUCATIONAL INFORMATION." Informatics in school, no. 10 (December 23, 2019): 31–35. http://dx.doi.org/10.32517/2221-1993-2019-18-10-31-35.
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The article presents recommendations on the visualization of educational information and its use in the educational process at informatics lessons. The recommendations will be useful to both current teachers in preparation for lessons, and students of pedagogical universities. The principles of visualization of educational information, visualization methods, as well as visualization software, including online services, are examined in detail. The tasks that are solved in the course of informatics when using visualization are outlined.
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Wang, Yang, and Yu F. Katkhanova. "Information Visualization Development Trends in Educational Environment." Prepodavatel XXI vek, no. 1, 2020 (2020): 154–58. http://dx.doi.org/10.31862/2073-9613-2020-1-154-158.
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The article considers the issues of information visualization, its relevance, classification of methods and basic principles of building visualization systems. Visualization methods are classified according to the field of implementation, levels, methods of presenting information and the type of user interaction with the software interface of the visualization system. The process of designing visualization system has been explained, which consists of data conversion, visual display and transformation of various objects that are represented in design education, where visualization, as a language of the designer, occupies a dominant place. As a result, the author proposes to include in the educational design program material on the art of visualization, as well as on models of visualized teaching that correspond to the modern educational environment.
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Macedo, Maylon Pires, Ranilson Oscar Araújo Paiva, Isabela Gasparini, and Luciana A. M. Zaina. "Building information visualization of e-learning data with Vis2Learning guidelines." Journal on Interactive Systems 13, no. 1 (2022): 42–53. http://dx.doi.org/10.5753/jis.2022.1967.
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Information Visualization provides techniques to make better charts that enhance human perception about patterns in data and consequently support the user interpretation. In the educational area, visualizations help professionals to analyze a great amount of data to inform decisions to improve the learningteaching process. The literature has shown that there is a gap in the development of educational data visualizations that fulfill enduser needs. This paper presents Vis2Learning: a scenariobased set of guidelines for the development of visualizations in the elearning context. Vis2Learning provides a set of scenarios from which educational data visualizations can be developed, for each scenario, we provide the recommended chart, its aim, characteristics and examples of its application in the elearning context. Besides, we provide a set of guidelines to improve users’ interaction with each chart. We applied an online questionnaire with 34 endusers (Brazilian teachers), evaluating visualizations that were created by using the Vis2Learning. The results reveal: (1) the visualizations, based on Vis2Learning, were more suitable to be applied in the elearning context; (2) some nontraditional visualization formats are difficult to interpret by users who did not have previous experience with visualizations in the elearning context; and (3) experience in teaching is not strictly related to knowledge of charts about educational data.
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Katkhanova, Yulia F., Elena A. Levashova, and Galina M. Saltykova. "Visualization of Educational Information by Multimedia Means." Prepodavatel XXI vek, no. 3-1 (2021): 187–92. http://dx.doi.org/10.31862/2073-9613-2021-3-187-192.
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Miller, Charles, Lucas Lecheler, Bradford Hosack, Aaron Doering, and Simon Hooper. "Orchestrating Data, Design, and Narrative." International Journal of Cyber Behavior, Psychology and Learning 2, no. 2 (2012): 1–15. http://dx.doi.org/10.4018/ijcbpl.2012040101.
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Information visualization involves the visual, and sometimes interactive, presentation and organization of complex data in a clear, compelling representation. Information visualization is an essential element in peoples’ daily lives, especially those in data-driven professions, namely online educators. Although information visualization research and methods are prevalent in the diverse fields of healthcare, statistics, economics, information technology, computer science, and politics, few examples of successful information visualization design or integration exist in online learning. The authors provide a background of information visualization in education, explore a set of potential roles for information visualization in the future design and integration of online learning environments, provide examples of contemporary interactive visualizations in education, and discuss opportunities to move forward with design and research in this emerging area.
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Liu, Zhi-Jiang, Vera Levina, and Yuliya Frolova. "Information Visualization in the Educational Process: Current Trends." International Journal of Emerging Technologies in Learning (iJET) 15, no. 13 (2020): 49. http://dx.doi.org/10.3991/ijet.v15i13.14671.
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The rapid development of computer visualization techniques as well as virtual and augmented reality has led to the possibility of perfect data visualization and the creation of a special virtual space for educating new generation. Simultaneously, the increase in the amount of data to be processed requires a proper selection and presentation of data for solving specific problems. Education sets such tasks as 1) improving the efficiency of presenting information and its assimilation by stu-dents, and 2) increasing the convenience and quality of the teachers’ work. The purpose of this study is to test an acceleration and improvement of the teacher’s response to students studying with more productive visualized learning material. Meanwhile, the created visualization system was based on minimizing the efforts and costs of its preparation and constant support. Only free cloud-based services and visualization tools were used. Students were given the opportunity to con-stantly, in real time control their learning process and create education markers with the help of perspicuous visual environment. To create a visualization system, already existing works on the implementation and verification of the system was used. The study was based on the results of applying this technology. A survey of 300 students from three universities in China, Russia and Kazakhstan was conducted. The control group consisted of 150 students from the same universi-ties who did not use visualization to master the same educational material. Ac-cording to the results of the study, students who used information visualization showed a sharp increase in the subjective assessment of the speed and quality of their learning (58.58% and 37.73%, respectively, of the total number of partici-pants gave a high rating, while in the control group – only12.25%). Further, the level of anxiety associated with an assimilation of new language material was significantly decreased (13.54% in the study group did not feel anxiety, while on-ly 7% – in the control group).
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Gadzhieva, Elena A., and Tatiana S. Komissarova. "Graphic as a signature visualization language educational information." Pushkin Leningrad State University Journal, no. 2 (2021): 417–27. http://dx.doi.org/10.35231/18186653_2021_2_417.
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Gadzhieva, Elena. "Visualization of Educational Information by Means of Graphics." Profession-Oriented School 8, no. 4 (2020): 3–6. http://dx.doi.org/10.12737/1998-0744-2020-3-6.
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The article examines the modern direction of information visualization in the context of educational activities. Graphics is a visualization language and it "speaks" with graphemes. Infographics call their works infographics. In our understanding, grapheme is a consequence of information processing by the infocartographic method that we have developed. The method integrates techniques of cartography and infographics. Educational information is a didactically processed scientific information representing concepts, patterns, laws, structure, functioning of systems within the framework of the discipline being studied. Or, we can say that this is information about the subject itself and the methods of studying it.
 The versatility of the infocartographic method lies in its "end-to-end" capabilities to show, visualize any information, "translate" it from verbal language into the language of gratification.
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Alekseeva, Elena E. "Visualization of information in a digital educational environment." Samara Journal of Science 12, no. 2 (2023): 203–7. http://dx.doi.org/10.55355/snv2023122301.
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The development of a digital society as well as the digital transformation of education has a significant impact on the modern educational process. An increase in the volume of educational material involuntarily leads the student to the need to continuously process information flows both educational and extracurricular. Incoming data must be analyzed, comprehended, divided into useful and redundant, which in turn leads to the need to use innovative tools, digital content visualization technologies that would contribute to its perception, analysis, memorization, interpretation and reproduction. Infographics can become one of these tools, as well as improve the information and computer literacy of students as well as teachers in a digital educational environment. The skills of working with infographics in a digital educational environment can be useful for students in their future professional life and for social adaptation. The paper reveals the relationship between the development of digital literacy of students and the use of infographics and its elements for this purpose, which would allow students to master subject knowledge, skills and abilities as well as meta-subject competencies of the digital society. Infographics is a way of graphical representation of complex information, the purpose of which is to concisely, accurately and reliably represent large amounts of data without losing information. As a result of the analysis of the possibilities of using infographics as a way to visualize digital educational content and its elements in the classroom, for the development of digital literacy of students, it has been found that infographics can be used, for example, to explain the operation of various devices, when teaching programming, to visually illustrate facts or events, to create problematic situations, as reference materials in solving problems.
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Корыгин, А. И. "Visualization technologies in the educational environment." Bulletin of Pedagogical Sciences, no. 4 (May 13, 2024): 150–55. http://dx.doi.org/10.62257/2687-1661-2024-4-150-155.
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в статье рассматривается практико-ориентированный характер визуализации учебной информации, которая детерминирует выбор таких технологий, которые способствуют наглядному, наиболее полному представлению учебного материала и эффективному обучению. Одним из наиболее важных аспектов использования визуализации является возможность создания интерактивных и привлекательных учебных материалов, которые способствуют лучшему усвоению информации студентами. При этом, следует учитывать не только технические аспекты визуализации, но и педагогические методы ее применения для достижения оптимальных результатов в образовании. Важно поддерживать постоянное развитие и совершенствование подходов к визуализации учебного материала с целью повышения эффективности образовательного процесса. Описываемые технологии, включая: интеллект-карту с центральным блоком, ветвями и дополнительными блоками; скрайбинг как сопровождение текста визуальными элементами; таймлайн, позволяющий структурировать информацию и представить её в логическом порядке; кроссенс в виде ассоциативной цепочки, способствует визуализации любых объемов учебного материала, представленного в образовательной среде и в своей основе опираются на традиционные принципы наглядности. Такие методы визуализации информации значительно облегчают процесс обучения, делая его более доступным и увлекательным для студентов. Использование современных технологий позволяет создавать интерактивные и запоминающиеся материалы, способствуя лучшему усвоению знаний. В статье так же отмечаются особенности, которые присущи педагогическому образованию, а также то, в каком виде визуализация учебной информации способна помочь в успешной подготовке преподавателей изобразительного искусства. В конечном итоге, эти инновационные подходы к визуализации учебной информации играют важную роль в современном образовании, помогая стимулировать интерес и повышать эффективность обучения. the article discusses the practice-oriented nature of visualizing educational information, which determines the choice of technologies that contribute to a vivid, comprehensive presentation of educational material and effective learning. One of the most important aspects of using visualization is the ability to create interactive and engaging educational materials that enhance students' comprehension of information. It is essential to consider not only the technical aspects of visualization but also pedagogical methods of its application to achieve optimal results in education. It is important to maintain continuous development and improvement of approaches to visualizing educational material to enhance the efficiency of the educational process. The described technologies include: a mind map with a central block, branches, and additional blocks; sketching as a complement to text with visual elements; a timeline, which allows structuring information and presenting it logically; cross-sense in the form of an associative chain, facilitating the visualization of any volume of educational material presented in the educational environment and based on traditional principles of clarity. Such methods of visualizing information significantly facilitate the learning process, making it more accessible and engaging for students. The use of modern technologies enables the creation of interactive and memorable materials, contributing to better knowledge acquisition. The article also highlights the peculiarities inherent in pedagogical education, as well as how visualization of educational information can assist in the successful training of visual arts educators. Ultimately, these innovative approaches to visualizing educational information play an important role in modern education, helping to stimulate interest and enhance learning effectiveness.
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Романов, Леонід. "VISUALIZATION OF INFORMATION IN POSTGRADUATE EDUCATION OF PEDAGOGICAL AND SCIENTIFIC-PEDAGOGICAL WORKERS." Professional Pedagogics 2, no. 27 (2023): 54–60. http://dx.doi.org/10.32835/2707-3092.2023.27.54-60.
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Relevance: The research is driven by the needs for activating and motivating postgraduate pedagogical education seekers in their studies, developing their key and professional competencies, structuring large volumes of educational material, and ensuring the individualization of the educational process. Objective: To substantiate the essence, principles, and key aspects of educational content visualization in postgraduate education for pedagogical and scientific-pedagogical workers. Methods: Theoretical analysis of scientific sources, Internet resources, and the experience of postgraduate pedagogical education institutions – to determine and substantiate the essence, principles, and key aspects of educational content visualization in postgraduate education for pedagogical and scientific-pedagogical workers. Results: Based on the theoretical analysis of sources, the essence of educational content visualization in postgraduate education for pedagogical and scientific-pedagogical workers is defined; it is substantiated that modern professional and higher education teachers must respond to challenges related to the visualization of educational content in accordance with the cognitive processes of education seekers. The tasks facing postgraduate pedagogical education teachers include preparing pedagogical and scientific-pedagogical workers for implementing a visual-digital approach in the educational process and simultaneously ensuring effective visualization of their training in professional development courses; the principles of educational content visualization are characterized; it is revealed that the use of a virtual interactive board is useful for organizing joint activities in creating and editing documents and images and communicating in real-time; the possibilities of YouTube and TikTok platforms for preparing and applying educational video content are analyzed; the educational program of the topic "Using modern electronic demonstration equipment in the educational process" is examined. Conclusions: The essence of the concept “visualization” is presented as a process and result of perceiving the surrounding reality, representing static and dynamic ways of presenting visual information, which can be characterized by a combination of images with texts, sounds, numbers, or other signs; the principles of preparing visual materials are defined (optimal volume, audience interest correspondence, perceptibility, aesthetic appearance, dynamism, diversity of forms); key aspects of visualization in the modern educational process of postgraduate pedagogical education are identified: psychological (considering the peculiarities of cognitive processes of education seekers), content-related (application of modern means of visualizing the educational process), and technological (use of electronic resources and demonstration equipment); the relevance of social media in creating visual educational content for teacher professional development is proven (activating and motivating participants, better organizing the learning process, providing additional possibilities for storing and exchanging information).
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Ryabokony, Elena, Zoya Krecan, and Ludmila Shmakova. "Visualization of Educational Information as a Means of Enhancing the Cognitive Activity in Students." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2020, no. 2 (2020): 126–36. http://dx.doi.org/10.21603/2542-1840-2020-4-2-126-136.
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The article deals with information visualization techniques aimed at effective development of cognitive processes as parts of students' cognitive activity. The research featured the means of visualization of educational information that encourage the cognitive activity in students. The research objective was to identify, justify, and test the possibilities of using visualization tools for educational information. The cognitive activity is represented as a set of cognitive acts, namely explanation, understanding, and reflection. The authors believe that the process of interaction between participants in educational relations needs to be improved. The article focuses on the organization of the informational approach to training. It describes the stages of work with educational information: search for new material, its perception, processing, and application. The visualization technologies include mind maps and denotational graphs. Visualization technologies provide positive changes in students’ cognitive activity and develop cognitive motivation.
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Oliveira, Pamella Letícia Silva de, Rodrigo Lins Rodrigues, and Alexandre Magno Andrade Maciel. "Development of an Interface for Visualizing Engagement Profiles Created from Educational Data Grouping." EaD em Foco 15, no. 1 (2025): e2386. https://doi.org/10.18264/eadf.v15i1.2386.
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The distance learning modality faces challenges in improving teaching efficiency, reducing student isolation, and enhancing support technologies. Research focuses on student engagement, but large class sizes make individual tracking difficult. This study aimed to develop an interface for visualizing engagement profiles based on clustered educational data. The Design Science Research (DSR) methodology was used, which involved: 1) problem investigation through interviews with teachers; 2) development, selecting engagement variables, clustering algorithms, and visualization metaphors; 3) evaluations, with feedback from teachers and data visualization experts. Key findings include: 1) the need for tracking tools and the importance of forums, as mentioned by teachers; 2) the “what-why-how” structure for selecting the appropriate visualization; 3) features to ensure greater usability in dashboards, such as reducing scroll and grouping visualizations by information type, as pointed out by experts. Keywords: Distance education. Engagement. Data visualization. Usability.
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Zhytyenyova, N. V. "Visualization of educational information with the use services of cloud technology." CTE Workshop Proceedings 2 (March 20, 2014): 77–84. http://dx.doi.org/10.55056/cte.191.
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The purpose of the paper is the theoretical justification for the use of information visualization with the use services of cloud technology in educational process secondary school. Object of research supports the educational process in secondary school. The object is to use visualization training information with the use services of cloud technology. The feasibility of the use of these technologies in education due to their compliance psychological peculiarities inherent in the present generation of students and the need for a compact representation of the training material in the manner most convenient to its perception, understanding, learning and remembering. It is shown that the use of visualization develops cognitive interest of students, makes it possible to create a positive emotional atmosphere in the classroom and facilitates implementation of intersubject connections in learning. However, visualization is a powerful didactic tool, the use of which has to be motivated, pedagogically appropriate methodically backed up. In our opinion, the problem of training of future teachers to effective use of technology of visualization in teaching activities is a perspective direction for further research.
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Stepanenko, Olena, Hryhorii Dzhevaha, Iryna Holiiad, Olha Miroshnikova, Volodymyr Dynko, and Olha Lilik. "Technologies of Visualization of Educational Material - One of the Ways to Form Information Competence." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 14, no. 2 (2023): 198–210. http://dx.doi.org/10.18662/brain/14.2/451.
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The urgency of the article lies in the substantiation of the importance of using visualization technology in the process of education in the current period, defining the difference between this technology and the principle of visualization at the lesson in the today's educational institution. The article covers the concept of information competence and its components, describes techniques of visualization technology of teaching material, aimed at forming this competence. Special attention is paid to the methods of visualization at a lesson for the purpose of better knowledge assimilation. The article also describes different ways of visualization of educational information as a prerequisite for successful teaching of school subjects. The data contained in the article are the results of the analysis of digital services of visualization of educational content and the study of methodological foundations for the use of all kinds of information visualization tools at different stages of learning during the present lesson. The article covers in detail the most modern ways and means of information visualization, including mental maps, timelines, etc., because enormous information flows require the ability to assess this information, to determine its reliability and trustworthiness, to determine the main thing in it. The content of the article is of practical importance for teachers of today's schools.
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Olena, Stepanenko, Dzhevaha Hryhorii, Holiiad Iryna, Miroshnikova Olha, Dynko Volodymyr, and Lilik Olha. "Technologies of Visualization of Educational Material - One of the Ways to Form Information Competence." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 14, no. 2 (2024): 198–210. https://doi.org/10.18662/brain/14.2/451.
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<em>The urgency of the article lies in the substantiation of the importance of using visualization technology in the process of education in the current period, defining the difference between this technology and the principle of visualization at the lesson in the today's educational institution. The article covers the concept of information competence and its components, describes techniques of visualization technology of teaching material, aimed at forming this competence. Special attention is paid to the methods of visualization at a lesson for the purpose of better knowledge assimilation. The article also describes different ways of visualization of educational information as a prerequisite for successful teaching of school subjects. The data contained in the article are the results of the analysis of digital services of visualization of educational content and the study of methodological foundations for the use of all kinds of information visualization tools at different stages of learning during the present lesson. The article covers in detail the most modern ways and means of information visualization, including mental maps, timelines, etc., because enormous information flows require the ability to assess this information, to determine its reliability and trustworthiness, to determine the main thing in it. The content of the article is of practical importance for teachers of today's schools.</em>
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Sharshov, Igor A., and Ilya Yu Bubnov. "Visualization in the educational process at the university." Psychological-Pedagogical Journal GAUDEAMUS, no. 2 (2022): 35–41. http://dx.doi.org/10.20310/1810-231x-2022-21-2-35-41.
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Visualization is a method of visual presentation of information that affects the effectiveness of students' assimilation of new knowledge, the formation of the ability to critically comprehend the study material, and the ability to independently create schematic maps. We consider the essence of visualization, its functions and features, the influence on the student's mental and cognitive activity. The use of visualization is possible due to specifics of the perception of visual information by the student. The difference between visualization and visibility is revealed. We consider the indicators for the successful and effective use of visualization tools in the educational process of the university. The practical experience of using visualization during the learning process is analyzed. Despite the need to use visualization, there are certain difficulties in introducing its means into the educational process of higher education, but if we approach this issue competently, considering all the features, nuances and risks, the result of this activity will improve the quality of the educational process and increase the level of formation of universal competencies of students.
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Vasilieva, E. V. "Cognition through image: concerning importance of educational information visualization." Science of the Person: Humanitarian Researches 14, no. 3 (2020): 94–99. http://dx.doi.org/10.17238/issn1998-5320.2020.14.3.11.
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Wang, Ping, Pengfei Zhao, and Yingji Li. "Design of Education Information Platform on Education Big Data Visualization." Wireless Communications and Mobile Computing 2022 (May 11, 2022): 1–13. http://dx.doi.org/10.1155/2022/6779105.
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Big data visualization in education plays an essential role in understanding and uncovering complex educational laws and is increasingly becoming an essential topic in the current research fields of educational information science and educational management. In the context of China’s new curriculum reform, research on big data in education is in the process of deepening. A series of high-tech information technologies represented by big data technology is widely used in education, thus promoting intelligent campus construction. Based on this, the researcher combed through the relevant literature and found that there is still much room for improvement in the current research on the visualization of education big data, especially the research on the design of education informatization platforms based on the visualization of education big data. This study first summarizes the current and practical use of educational visualization research and finds that big educational data generated in the educational process plays an essential role for students, teachers, and teaching administrators. Visualizing big educational data provides an optimized way for students, teachers, and teaching administrators. Therefore, this paper designs the framework design process, platform selection, related technology introduction, platform implementation, and functional analysis of the educational information platform visualized by big data and conducts system testing. Through the research of 250 customers, it is concluded that the platform satisfaction of educational information visualized by big data is 92.4%, the satisfaction of individual function is 95.6%, system ease of use is 93.2%, and the satisfaction of system compatibility is 93.6%.
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Varchenko-Trotsenko, Liliia, and Anastasiia Tiutiunnyk. "THE USE OF DATA VISUALIZATION IN E-LEARNING SYSTEM." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 12 (2022): 21–31. http://dx.doi.org/10.28925/2414-0325.2022.122.
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Extensive using of digital technologies in all areas, including education leads to the creation and acquisition of data in a geometric progression, there is a problem of their interpretation and rapid analysis. In particular, the amount of information for monitoring and using the e-learning system in educational institutions is increasing. It`s helps to speed up the perception of information, their visualization, including visualizations of educational materials and some information about educational activities, presented in numerical and textual formats. To visualize data, it is necessary to go through the processes of obtaining, analyzing, filtering, analyzing, presenting, modifying and interacting data. Using tools and technologies of data visualization, teachers can intuitively present materials to applicants, conduct classroom training, pedagogical intervention, assess their knowledge. Students can make a self-assessment, identify their problems in time, and form a system of knowledge and a system of relationships to facilitate the expression and personalization of knowledge. E-learning managers can adjust the goals, methods and strategies of learning management, and make decisions based on this data. The article analyzes the possible options for using data visualization in the e-learning system Borys Grinchenko Kyiv University. It is analyzed how it is possible to use data visualization at different levels of access as students, teachers and administration (including monitors the effectiveness of e-learning and ensuring various educational processes - the availability of electronic courses according to educational / professional / research programs in university departments, their use and certification, analysis of the activity of applicants and teachers, evaluation, etc.).
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Topuzov, Oleh, Oleksandr Malykhin, Nataliia Aristova, Maryna Zahorulko, and Inna Lipchevska. "VISUALIZING EDUCATIONAL INFORMATION: PRIMARY SCHOOL TEACHERS’ VIEWS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 22, 2024): 573–84. http://dx.doi.org/10.17770/sie2024vol1.7885.
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The study’s major purpose was to compare primary school teachers’ views on visualizing educational information under conditions of the reform of Ukrainian education being in progress and unforeseen global impacts (martial law in Ukraine and the Covid-19 pandemic). The survey was conducted within the time period of 2019 spring – 2022/2023 winter. The total number of respondents consisted of 265 primary school teachers. Gradual primary school teachers’ reorientations regarding the essence of visualizing educational information were determined as a strong positive tendency: from the position of its identification associated with the didactic field of the use of visual means to the consideration of visualizing educational information as an effective didactic tool boosting the use of interactive methods of teaching and learning in primary school. A significant rethinking of the didactic potential of using visualization in the educational process of primary school was being observed. The implementation speed of forms, methods and means of information visualization in the educational process of primary school changed positively as a result of experimental didactic influences. But the dynamics of changes was not correspondingly enough to the needs of modern educational requirements. Concluded the inappropriate development of primary school teachers’ visualizing educational information skills that are to be intensively improved among primary school teachers.
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Omar, AlShathry. "Information Visualization Tool for Academic Institutions: Imam University as a Case Study." Journal of Information Sciences and Computing Technologies 5, no. 3 (2016): 529–33. https://doi.org/10.5281/zenodo.3968464.
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Educational data has become prime focus of researchers in the past recent years. The emergence of academic disciplines like Learning Analytic (LA) and Educational Data Mining (EDM) has declared that universities and educational institutes have entered the era of Big-data. Academic administrators (like deans/directors) are keen to have greater level of visibility of their educational processes so as to be able to manage their performance records. This article proposes an interactive information visualization tool that displays students and university records, and analyse them against a set of performance indicators. This article is part of intended future research of developing a performance management system that integrates LA techniques and balanced scorecards concept to monitor the performance of educational institutes against the attainment of business strategies.
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Cook, Matt, Zack Lischer-Katz, Nathan Hall, et al. "Challenges and Strategies for Educational Virtual Reality." Information Technology and Libraries 38, no. 4 (2019): 25–48. http://dx.doi.org/10.6017/ital.v38i4.11075.
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Virtual reality (VR) is a rich visualization and analytic platform that furthers the library’s mission of providing access to all forms of information and supporting pedagogy and scholarship across disciplines. Academic libraries are increasingly adopting VR technology for a variety of research and teaching purposes, which include providing enhanced access to digital collections, offering new research tools, and constructing new immersive learning environments for students. This trend suggests that positive technological innovation is flourishing in libraries, but there remains a lack of clear guidance in the library community on how to introduce these technologies in effective ways and make them sustainable within different types of institutions. In June 2018, the University of Oklahoma hosted the second of three forums on the use of 3D and VR for visualization and analysis in academic libraries, as part of the project Developing Library Strategy for 3D and Virtual Reality Collection Development and Reuse(LIB3DVR), funded by a grant from the Institute of Museum and Library Services. This qualitative study invited experts from a range of disciplines and sectors to identify common challenges in the visualization and analysis of 3D data, and the management of VR programs, for the purpose of developing a national library strategy.
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Афанасьев, Олег, and Oleg Afanasiev. "Tourism infographics: potential for educational process." Universities for Tourism and Service Association Bulletin 9, no. 4 (2015): 55–63. http://dx.doi.org/10.12737/14584.
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The article is devoted to the problem of using tourism infographic in the educational process of training specialists
 in the sphere of tourist services. The object of study is a special form of information visualization – infographics
 tourist. Subject of research is the classification and study of possibilities of using tourism as a special
 infographic of the format of visualization of the educational information in the process of training specialists
 in the sphere of tourism. Tourism infographic refers to a special thematic course in theory and practice visualizing
 the information related to tourism resources, destinations, service in tourism and hospitality. In modern
 science the concept of tourism infographic, a comprehensive synthesis publication about the pedagogical
 functions of the infographics are absent. Infographics as a modern genre and the format for reporting is the
 product of a global information space of the «InfoSphere». Its main function is the transfer of large volumes of
 information through its visualization on a single, specially organized a compact image with the use of design
 techniques. In the field of training of specialists on direction «Tourism» infographics have become one of the
 most important methods of information influence on the students. The infographic has a bunch of important
 didactic qualities, allowing to form a special visual expertise. The article describes the classification of tourism
 infographic in various formats (media, information, narrative formats) described critical Internet resources,
 providing the opportunity to engage in the learning process of the finished renderings of tourist subjects. The
 article lists and describes the possibility of using in practical activity of students the most important tools for the
 design and construction of tourist infographic. The article States the pedagogical effect of the use of the materials
 infographic in the educational process of training specialists in the sphere of service and tourism. The
 conclusion forms the positive impact of visualization techniques of tourist information by means of infographics
 on the academic learning of students.
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Shvyrka, Viktoriia. "Visualization Technologies in the Educational Process of Higher Education Institutions: Content and Functional Aspects." Education and Pedagogical Sciences, no. 3 (181) (2022): 55–68. http://dx.doi.org/10.12958/2227-2747-2022-3(181)-55-68.
Full textAbstract:
The article presents the theoretical and methodological principles of using visualization technologies in higher education institutions. The essential features of the concepts «visual», «visualization» in philosophical and psychological and pedagogical contexts have been revealed. It has been determined that the theoretical basis of the analysis of the content and functions of visualization technologies is the iconic (visual) turn in socio-humanitarian theory and practice. It has been connected with the importance of the visual component of socio-cultural reality, the construction of social practices. The general characteristics of visual thinking have been presented, considering the peculiarities of human visual perception, abilities and skills of transforming information into a visual image. The variability of scientific approaches to the definition of the essence of visualization of educational information, visualization as an educational trend of modernity, has been revealed. The role of visual literacy of students of higher education in ensuring the success of professional and personal development in higher education institutions has been characterized. The main tasks, functions of visualization of educational information in higher education institutions, general characteristics of the forms and means of visualization of educational information (structural and logical schemes, intelligence maps, concept maps, reference notes, infographics, scribing, etc.) have been presented.
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Izotova, Nadezhda, Marina Klimenko, and Elena Nikolaenko. "Information visualization in context of modern education megatrends." E3S Web of Conferences 284 (2021): 09011. http://dx.doi.org/10.1051/e3sconf/202128409011.
Full textAbstract:
In light of technological advancement and formation of new visual culture, there arises a vital problem of visual presentation of information for solving new problems and performing a wider range of functions in education. In this regard, visualization should be considered in context of such megatrends as the Prosumer concept, knowledge management, the use of platform services to present information as a single unity. Cognitive visualization as the basis for visual presentation of educational information is represented by five main tendencies which students should take into consideration creating infographics: concentration and generalization of knowledge, expansion of the orientation and presentation functions of visual aids, algorithmization of educational and cognitive actions by visual means, and multicode presentation of information. Experimental training resulted in establishing connections between these megatrends and the cognitive visualization tendencies; besides it revealed that concentration of knowledge and multicode presentation of information were the most difficult information visualization operations for the students when using platform services for creating visual content.
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Ryzhkova, Irina Y. "Visualization technology features in the formation of school students’ artistic competence." Tambov University Review. Series: Humanities, no. 185 (2020): 184–90. http://dx.doi.org/10.20310/1810-0201-2020-25-185-184-190.
Full textAbstract:
In modern fast-paced world, changes are also taking place in the education system. A search is constantly being made for new forms, means, technologies for presenting information in order to increase the volume and improve the quality of assimilation of educational information by school students. Given the current informational oversaturation, there is a need for certain conditions to be presented to educational information, consisting in the supply of knowledge to students in a visually imaginative way by folding information. This is what visualization technology does. We consider the formation of visualization technology in a historical perspective and the ideas about this technology from different scientists. We also consider the features of teaching school students the visual arts based on visualization technology. We describe the process of translating visually obtained information into a visual series. The visualization technology used in the educational process at the lessons of visual art allows you to reach and engage all students, including “visuals”, “audiles” and “kinestics”. The scheme of organization and assimilation of knowledge in the process of visualization is given, taking into account the main features of human memory. We provide recommendations for teachers who want to master and apply visualization technology in their educational activities.
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Drushlyak, Marina. "SAMR TECHNOLOGY OF COMPUTER VISUALIZATION MEANS INTRODUCTION IN THE EDUCATIONAL PROCESS FOR THE FORMATION OF VISUAL AND INFORMATION CULTURE OF FUTURE MATHEMATICS AND COMPUTER SCIENCE TEACHERS." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 8 (2020): 17–25. http://dx.doi.org/10.28925/2414-0325.2020.8.3.
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The article substantiates the necessity of introducing computer visualization means in the educational process in order to form a visual and informative culture of future mathematics and informatics teachers by modernizing the system of professional training of such specialists in connection with the tendencies of informatization and visualization of the educational sphere. SAMR technology for implementing such means is described. The proposed technology consists of the following steps. Substitution: computer visualization means replace traditional learning tools. Improvements: computer visualization means replace traditional ones, but its functionality is used more widely. Modification: use of computer visualization means allows redesign the educational process by changing the type of classes, methods and forms of teaching. Rethinking: the use of computer visualization means allows creating the conditions for solving such tasks, which previously could not be solved within traditional approaches. The introduction of computer visualization means into the educational process at the first two stages makes the educational process easier, but does not change it significantly. The improving the quality of educational achievements is possible through the introduction of computer visualization means at the third and fourth stages of SAMR technology. As a result of the introduction of SAMR technology, components of the visual and information culture of future mathematics and informatics teachers are formed, namely, the understanding of the essence of the role of computer visualization means in the educational process and skills of perception, analysis, interpretation, comparison, comparison, creation, integration, formation, formation and the use of visual learning material
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Mamaeva, N., and M. Zineva. "Electronic Visualization Tools: Structure, Capabilities, Design Guidelines." Scientific Research and Development. Socio-Humanitarian Research and Technology 9, no. 4 (2020): 39–43. http://dx.doi.org/10.12737/2587-912x-2020-39-43.
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Designing classes using modern information technologies requires compliance with certain didactic principles and scientific and methodological provisions. The article uses electronic means of visualizing information as an important tool for delivering educational material to students. The article focuses on the use of electronic means of visualizing information, as well as recommendations on the presentation of visual information in the most commonly used electronic educational resources.
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Мосіна, Юлія. "THE ROLE OF VISUALIZATION IN TEACHING AND LEARNING PROCESS." Інноватика у вихованні 2, no. 11 (2020): 203–8. http://dx.doi.org/10.35619/iiu.v2i11.212.
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Abstract. The article is devoted to disclosing contents of visualization of educational information as a relatively new trend in the modern educational process. Examples of ways to visualize learning material and reasons why these methods should be used in the learning process are given. Particular attention is paid to such visualization tools as multimedia presentation, mind maps, infographics, scribing. The perspectives and role of visualization in the modern educational space are discussed.
 The main purpose of visualization is to support logical operations at all stages of the learning activity. Imagination, attention concentrating, associative thinking, and increasing of cognition interest are also among the functions of visualization. The variety of visualization tools creates the possibility of their rational use in education, including enhancing learning activities. Visual schemes for presenting the analyzed information have a variety of styles and form a combination of conceptual and graphic elements. Active use of visualization tools in foreign language study helps to influence several channels of information perception by the student simultaneously, providing increased attention and efficiency of acquisition and memorizing new material, since the massive amount of information is presented in a concise manner.
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Ivanova, О. V. "VISUAL REPETITION OF EDUCATIONAL INFORMATION AT SCHOOL AND UNIVERSITY." Informatics and education, no. 5 (June 25, 2019): 41–50. http://dx.doi.org/10.32517/0234-0453-2019-34-5-41-50.
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The article discusses one of the stages of the educational process with the use of modular visualization that is systematization and synthesis of educational material. Various forms of visual repetition when studying the discipline “Theory of Probability and Mathematical Statistics” for undergraduate students who study non-mathematical profiles are presented. The concept of modular visualization is revealed, all types of each of the presented forms of visual repetition are described: through the conceptual apparatus (types: crossword puzzle, mathematical dictation, work with definitions, classification of concepts), transformation of knowledge (types: reference summary, proof of theorems, work with formulas, dictionary knowledge), by means of large-modular supports (types: table, flowchart, graph-diagram). Examples of each type of visual repetition of educational information on the discipline “Theory of Probability and Mathematical Statistics” developed by SMART Notebook and HTML are given. The technology of constructing various forms of visual repetition is presented schematically.
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Golubeva, Tatyana Ilinichna, Elena Vladimirovna Skudnyakova, Natalia Nikolaevna Kasatkina, Svetlana Vladimirovna Dandanova, and Oxana Innokentyevna Dagbaeva. "The impact of visualization tools in distance english language learning: the experience of the russian university teachers." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e16111. http://dx.doi.org/10.20952/revtee.v14i33.16111.
Full textAbstract:
The article is aimed at a detailed examination of the prerequisites for the introduction of visual content into the educational process in the foreign language course during distance learning and at defining a list of prerequisites for its successful processing by students. The article proves that the search for new trends and approaches to education leads to new goals and new types of knowledge. All innovations in higher education contribute to the formation of a new image of future professionals. The relevance of the problems of higher education technologization is associated with the countless number of innovations, among which the authors single out the visualization of educational information in distance learning. The article shows the importance of visualization in distance education. The given technology includes both visual presentations of information and the development of visual thinking during the educational process. Educational material and an effective visual teaching method allow making the educational process interesting and non-standard and increasing students’ motivation to learn English. Thus, the visualization of educational information is a tool for distance learning technology. The article identifies the preferable visualization tools based on the survey of students based on the results of the use of visualization in distance English language learning. According to the summary of the results of distance English language learning, it is proposed to divide the visualization process into several stages.
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Дембіцька, Софія, Ірина Кобилянська, Олександр Кобилянський, and Віталіна Пугач. "Psychological and didactic fundamentals of modern educational technologies of visualization." Педевтологія 1, no. 1 (2023): 36–43. http://dx.doi.org/10.31652/3041-1203-2023(1)-36-43.
Full textAbstract:
The relevance of the studied issues is that the introduction of modern technologies of visualization of educational information in the educational environment of higher school is a tool for ensuring the quality of professional training. Accordingly, there is a need to determine the psychological and didactic fundamentals of this process in order to use them as efficiently as possible. The purpose of the given study is to determine the psychological and didactic fundamentals of modern educational technologies of visualization and to formulate practical recommendations for their implementation in the educational process of higher school. Based on the outlined features of the cognitive activity of modern generation (the ability to quickly switch between different semantic fragments, high speed of information processing, preference for perceiving information in a figurative form, inability to perceive linear information, etc.), the most significant cognitive needs of modern students are characterized. Prospective technologies for visualizing educational information (mind maps, scribing, video scribing, etc.) and methodical features of their use in the process of professional training are characterized. The tasks of modern visualization tools are defined (tool for improving the educational process, concentrated presentation of educational material, provision of the correspondence of educational material corresponds to the psychophysiological characteristics of students and rational organization of educational and cognitive activities of students). The author's experience in the use of modern visualization technologies, which are based on the application of modern software products, in the process of professional training of future specialists has been presented.
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Novikova, E. O., та I. N. Vlasova. "Методы визуализации информации как средство формирования метапредметных результатов при обучении математике в основной школе". Вестник Вятского государственного университета, № 1(143) (12 липня 2022): 77–86. http://dx.doi.org/10.25730/vsu.7606.22.009.
Full textAbstract:
Meeting daily with large flows of information, a modern person must be able to structure, generalize, transform it using sign-symbolic means, translate information from text into symbolic and perform the opposite action. Information visualization methods are an effective means of purposeful formation of meta-subject skills for working with information in mathematics lessons in elementary school. The paper considers various methods of information visualization: a radial diagram, an intelligence map, a chain and tree-like way of presenting information, their characteristics are indicated and their role in the formation of universal educational activities is determined, as well as the main areas of their application in the educational process. The article presents examples of tasks for the use of these methods of information visualization in mathematics lessons. The course of the experiment is described, thanks to which the level of formation of skills in working with information was measured. As a result of the study, the data obtained showed the need for further application of information visualization techniques in teaching mathematics. The results of the experimental work, the experience of teaching mathematics at school allow us to conclude that the systematic use of information visualization techniques in the educational process on the formation of cognitive, regulatory, communicative universal educational actions that are part of the meta-subject results. Thus, the use of these techniques in mathematics lessons can be considered as an effective method of forming meta-subject results - the results of mastering the main educational program of basic general education in accordance with the Federal State Educational Standards. Встречаясь ежедневно с большими потоками информации, современный человек должен уметь ее структурировать, обобщать, преобразовывать с применением знаково-символьных средств, переводить информацию из текстовой в символическую и выполнять обратное действие. Методы визуализации информации являются эффективным средством целенаправленного формирования метапредметных умений по работе с информацией на уроках математики в основной школе. В работе рассмотрены различные приемы визуализации информации: радиальная диаграмма, интеллект карта, цепочный и древовидный способ представления информации, указана их характеристика и определена роль в формирование универсальных учебных действий, а так же рассмотрены основные области их применения в образовательном процессе. В статье представлены примеры заданий на использование указанных приемов визуализации информации на уроках математики. Описан ход эксперимента, благодаря которому измерялся уровень сформированности умений по работе с информацией. В результате исследования полученные данные показали необходимость дальнейшего применения приемов визуализации информации при обучении математике. Результаты экспериментальной работы, опыт преподавания математики в школе позволяют сделать вывод о влияние систематического использования в образовательном процессе приемов визуализации информации на формирование познавательных, регулятивных, коммуникативных универсальных учебных действий, входящих в состав метапредметных результатов. Тем самым применение данных приемов на уроках математики можно рассматривать как эффективный метод формирования метапредметных результатов – результатов освоения основной образовательной программы основного общего образования согласно Федеральным государственным образовательным стандартам.
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Agaltsova, D. V., and L. V. Milyaeva. "Modern Visualization Means of Educational Information While Teaching Foreign Language at a University." Humanities and Social Sciences. Bulletin of the Financial University 12, no. 3 (2022): 11–17. http://dx.doi.org/10.26794/2226-7867-2022-12-c-11-17.
Full textAbstract:
he article contains the description of various ways of visualizing educational information as a prerequisite for successful foreign language teaching. The data contained in the article are based on the analysis of digital visualization services of educational content, on the results of studying the methodological foundations of using various information visualization tools at various stages of foreign language teaching. The article highlights in detail the most modern ways and means of visualizing information, including mental maps, time scales, etc.
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Lobashev, I. V., and V. D. Lobashev. "Clip thinking and some aspects of information visualization." Quality. Innovation. Education, no. 3 (2021): 18–24. http://dx.doi.org/10.31145/1999-513x-2021-3-18-24.
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In the article noted the conditions and objective reasons for the formation of clip thinking. The characteristics of educational technologies used in the conditions of informatization of modern society are compared. Positive and negative factors and qualities of clip and conceptual thinking are considered. The role and place of the teacher in both situations of participation and support of the learning process are noted. Some provisions are given to analyze the objective reasons for the development of the parameters of clip thinking. There are peculiarities of thinking processes when perceiving visualized information. The objective need to replace the linear style of presentation of educational information requires the development of fundamentally different pedagogical paradigms. Taking into account the identified features of the thinking of the students brought by them at the initial stage of education and further adjustment of teaching methods allows teachers to qualitatively improve the learning process.
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Kassenova, L. G., M. Zh Yessekeyeva, and G. S. Ensebaeva. "VISUALIZATION OF REAL PHYSICAL PROCESSES USING 3D-EDITOR BLENDER." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (2020): 215–19. http://dx.doi.org/10.51889/2020-1.1728-7901.37.
Full textAbstract:
In the context of Informatization of society, much attention is paid to the use of information and communication technologies in the educational process. The younger generation of the information society are people of dynamic information on the screen. Information on the screen of a monitor, projector or TV is perceived by them much better than printed, book information. The use of information technologies in the educational process makes it possible to improve the quality of classes, to get interested in the problem, as well as to visualize the material, visually presenting phenomena that can not be demonstrated otherwise. Modern technical and software tools allow you to create and use educational models of objects and processes that are as close to reality as possible. The combination of both graphic and audio information provides an impact on the two most important sensory organs-vision and hearing, which significantly increases the information content of the educational process and the effectiveness of its perception. The computer models presented in the article can be used in the educational process of the University for elective courses and electives of physical and technical orientation.
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Chelnokova, T. "Visualization techniques and their applicability in arranging the work of modern scholar with educational information." Pedagogy and Psychology of Education, no. 3, 2019 (2019): 30–42. http://dx.doi.org/10.31862/2500-297x-2019-3-30-42.
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The article describes a variety of visualization techniques for educational material and substantiates their potential. Arguing the value of visualization techniques, the author takes into account modern requirements for education and gives her vision of the capabilities of these techniques (including those that are elements of interactive learning technologies) in solving educational problems. The content of the article is based on a historical analysis of the theory and practice of visualizing the learning process with elements of a comparative analysis of its implementation in schools of our country. Actualizing her own experience and the experience of her colleagues, the author gives her vision of the modern practice on visualization of the students’ work with the educational information which is implemented with consideration of the education computerizing process, with priority of the team forms of students’ work. The author gives theoretical and methodological ideas that can be taken as the basis for the conceptual substantiation of the visualization of the learning process.
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Dyka, Natalia, and Oleksandra Glazova. "USE OF VISUALIZATION TECHNOLOGIES IN DISTANCE LEARNING OF THE UKRAINIAN LANGUAGE IN INSTITUTIONS OF GENERAL SECONDARY EDUCATION." Continuing Professional Education: Theory and Practice, no. 4 (2020): 75–82. http://dx.doi.org/10.28925/1609-8595.2020.4.9.
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The article highlights the features of the use of visualization technologies during distance learning of the Ukrainian language in general secondary education. Scientific works on the coverage of the outlined problem in them are analyzed. It is proved that an effective learning tool, a productive methodological tool for intellectual development of students is the visualization of educational material. The peculiarities of the preparation of educational information are determined, which in a visually accessible for perception and understanding form can provide students with basic or necessary information. It is emphasized that the principle of cognitive visualization is based on psychological laws, according to which the effectiveness of learning increases through the connection to the process of perception of the «figurative» right hemisphere. The peculiarities of using the technology of visualization of educational material, in particular in distance learning, are substantiated. Techniques of structuring and visualization of educational material are described. Emphasis is placed on compliance with certain recommendations to achieve the goals set in the implementation of visualization technologies. It is emphasized that when working on the visualization of educational material, it is necessary to take into account certain patterns of perception of visual aids by students. The typical mistakes that are most often made in the process of visualization of educational material are analyzed, recommendations are given to eliminate them. It was found that the use of distance and blended learning and the significant potential of multimedia learning tools encourage teachers to use visualization in the educational process, which contributes to the intensification of the process of learning. Examples of realization of various pedagogical technologies of visualization in the process of teaching the Ukrainian language in general secondary education institutions in a distance format are given.
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Sosnovskaya, Irina Vitalevna, Nadezhda Ilinichna Nikonova, Svetlana Yrievna Zalutskaya, Nina Pavlovna Terentyeva, and Elena Olegovna Galitskyh. "Visualization Practices in Training Pedagogy Students." Webology 18, Special Issue 04 (2021): 1144–59. http://dx.doi.org/10.14704/web/v18si04/web18188.
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The world practice of distance learning has updated the educational technologies that are adequate to the challenges of today and can effectively solve the problems of training competitive specialists in the new information society. Among them, visualization is singled out, which improves the quality of perception, understanding and assimilation of educational material and serves as a powerful motivator of the students’ cognitive activity. The study is aimed at characterizing the potential of visualization as a technology for teaching Pedagogy students, which allows using the tools of the digital environment effectively to achieve educational goals. The main research method is the survey of 96 second-year bachelor-degree students of the subject area “Pedagogical Education” of the Faculty of Philology of the North-Eastern Federal University. A quantitative and qualitative analysis of the results of the research on visualization as educational technology has revealed the interest of future teachers in using visual teaching methods and understanding the role of visualization in enhancing the cognitive activity of students. The respondents have demonstrated, on the one hand, knowledge of the basic means of information visualization (88%). Yet, on the other hand, not all of the respondents (55%) can clearly and consciously differentiate the concepts of “online platform”, “social network” and “visual means of transmitting information” (“visual communication”).
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Jordão, Vilma Rodrigues, Sandra Gama, and Daniel Gonçalves. "Visualizing Sequential Educational Datamining Patterns." International Journal of Creative Interfaces and Computer Graphics 7, no. 1 (2016): 1–18. http://dx.doi.org/10.4018/ijcicg.2016010101.
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The use of educational datamining techniques to elicit patterns in student behavior and learning outcomes can be a useful for the analysis of the effectiveness of teaching strategies and the coordination of study programs. However, results from those techniques are, often, large sets of symbolic patterns, numbering in the thousands, usually presented in text format. This makes them hard to understand which, coupled with the lack of an overall view, hinders a more comprehensive data analysis. The authors propose that information visualization techniques can be used to display relevant information in those patterns in effective ways, allowing decision makers to better insights about the reality at hand. They present a solution built upon two linked views, one based on node-link representations and another a multi-matrix representation. The complementarity of both visualization techniques allows the most important patterns to be immediately apparent, while at the same time permitting their interactive exploration in meaningful ways. The authors performed user tests proving their effectiveness.
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Жакупова, А., та М. Жолшаева. "ИНФОГРАФИКА ПЕДАГОГИКАЛЫҚ ПРОЦЕСТЕ ҚОЛДАНЫЛАТЫН АҚПАРАТТЫ ВИЗУАЛИЗАЦИЯЛАУ ҚҰРАЛЫ РЕТІНДЕ". Педагогика и методы обучения 57, № 4 (2021): 5–9. http://dx.doi.org/10.47344/sdu20bulletin.v57i4.603.
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Currently, the means of communication are moving from the verbal transmission of information to visual, which leads to the emergence of new directions and visualization technologies that allow you to form and transmit indirect visibility in a new way and organize the learning environment. The use of computer and telecommunications technologies in the educational process has given a new impetus to the development of infographics as a means of information visualization. Infographic tasks inspire students to use all kinds of communication skills without additional teacher support. In this article, we ried to reveal in detail the scope of infographics in the modern educational process, its impact on the visualization of information.
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Ch’ng, Joesuan, and Sing Yan Looi. "Navigating Visual Information: Understanding Audience Perception and Evaluation in Different Data Visualizations." ITM Web of Conferences 67 (2024): 01017. http://dx.doi.org/10.1051/itmconf/20246701017.
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In the age of Big Data where data literacy is vital across diverse domains, the prevalence of misleading visualization raises significant concerns. Examining the extent of such visualizations is crucial since viewers often lack the ability to choose the form of presentation. This study aims to investigate the impact of intentionally misleading data visualizations on cognitive biases by exploring factors that potentially influence perceptions and evaluations. A factorial experimental design with three factors involving methods of data visualization, audience academic background and the sequence of data presentation is employed. A total of 60 undergraduate students with two different major programmes from a local higher educational institution participated in this experiment. These students were tasked with responding to predesigned questions based on two different sets of infographics addressing the same issues. The findings indicate that both data presentation and analytical background significantly influence audience evaluation. Additionally, the order of data presentation reveals that audience evaluation is influenced by their initial negative impression. These results underscore the critical role of data literacy in enhancing the understanding of visual information, particularly in the context of public issues.
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Măzăreanu, Valentin Petru. "Using Geographical Information Systems as an Information Visualization Tool. A Case Study." Annals of the Alexandru Ioan Cuza University - Economics 60, no. 1 (2013): 13–20. http://dx.doi.org/10.2478/aicue-2013-0002.
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Abstract The geographical information system represents a branch of information technology that was developed along with the traditional business information technologies. It enables viewing of complex data in a graphical manner easy to understand, providing a more realistic view of the conditions which must be evaluated. The geographical information systems are used in various fields, like geography, geology and all the related fields, public administration, military activities, transportation and infrastructure administration, business, healthcare, social services or land properties management. In this paper we will emphasize how these systems can be used as a powerful information visualization tool in educational environment, taking into account that information visualization makes data easier to understand using direct sensory experience, especially the visual one.
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Tergan, Sigmar-Olaf, Tanja Keller, and Remo A. Burkhard. "Integrating Knowledge and Information: Digital Concept Maps as a Bridging Technology." Information Visualization 5, no. 3 (2006): 167–74. http://dx.doi.org/10.1057/palgrave.ivs.9500132.
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Current affordances in educational and workplace settings have much to do with managing and making use of complex knowledge and a diversity of information resources. Knowledge and information visualizations are used to make structures of knowledge and information apparent, as well as to help users coping with complex tasks and ill-structured subject matter. Knowledge visualization aims at assisting the users in learning and problem solving. Information visualization aims at helping users to explore large amounts of data by making use of the human cognitive ability to see patterns and by using interactive filtering techniques. Both approaches suffer from shortcomings resulting from the limitations of their conceptual rationale, as well as those of the representational techniques and methods used for visualization. These shortcomings may not easily be overcome with means provided by the individual approaches alone. It is suggested that synergies may be revealed when ideas and technologies from both fields are brought together. Along these lines, the Special Issue draws attention to digital concept mapping as a bridging technology to overcome shortcomings in visualizing knowledge and information. This introductory paper serves the purpose of outlining the rationale and goals of the special issue. It provides a preview of the relevance of each paper's contributions to the central theme of this issue.
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Bondareva, K. D., and M. A. Isaeva. "Infographics in informatics teaching: an effective way of presenting material for 7th grade." Informatics in school, no. 1 (April 18, 2024): 28–34. http://dx.doi.org/10.32517/2221-1993-2024-23-1-28-34.
Full textAbstract:
Information visualization is an integral feature of the modern world; it contributes to a better understanding and use of information in various spheres of society. Infographics are one of the forms of information visualization; its use in the educational process helps create interesting lessons, promotes better memorization and assimilation of educational material, motivates students to study a specific topic, and also develops independent work skills in general and information presentation skills in particular. The article provides a brief description of educational and methodological support in informatics for 7th grade, as an addition to which an infographic created by the authors is proposed. Possible options for using this infographic at different stages of the educational process during individual and group work of students are described.
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Kandpal, Meenakshi, Veena Goswami, Yash Pritwani, Rabindra K. Barik, and Manob Jyoti Saikia. "BS-GeoEduNet 1.0: Blockchain-Assisted Serverless Framework for Geospatial Educational Information Networks." ISPRS International Journal of Geo-Information 13, no. 8 (2024): 274. http://dx.doi.org/10.3390/ijgi13080274.
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The integration of a blockchain-supported serverless computing framework enhances the performance of computational and analytical operations and the provision of services within internet-based data centers, rather than depending on independent desktop computers. Therefore, in the present research paper, a blockchain-assisted serverless framework for geospatial data visualizations is implemented. The proposed BS-GeoEduNet 1.0 framework leverages the capabilities of AWS Lambda for serverless computing, providing a reliable and efficient solution for data storage, analysis, and distribution. The proposed framework incorporates AES encryption, decryption layers, and queue implementation to achieve a scalable approach for handling larger files. It implements a queueing mechanism during the heavier input/output processes of file processing by using Apache KAFKA, enabling the system to handle large volumes of data efficiently. It concludes with the visualization of all geospatial-enabled NIT/IIT details on the proposed framework, which utilizes the data fetched from MongoDB. The experimental findings validate the reliability and efficiency of the proposed system, demonstrating its efficacy in geospatial data storage and processing.
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Pratiwi, Tiffany Setyo, and Puguh Toko Arisanto. "Kolaborasi Pemerintah dan Masyarakat Sipil Merespon Covid-19 di Daerah Istimewa Yogyakarta Melalui Pendekatan Crisis Visualizations." PROCEEDING INTERNATIONAL RELATIONS ON INDONESIAN FOREIGN POLICY CONFERENCE 1, no. 1 (2021): 249–71. http://dx.doi.org/10.33005/irofonic.v1i1.24.
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This research discusses the collaboration of the Yogyakarta Special Region government (DIY) and civil society in responding to Covid-19. This study analyzes the collaboration between the two by applying the crisis visualizations approach. Crisis visualization is a concept that describes visual crisis information, which aims to assist the public in mitigating risks and emergencies, as well as helping institutions and authorities in overcoming threats. In creating a visualization of the Covid-19 crisis, there are six techniques or forms, namely: crisis information in the form of temporal and geospatial visualizations (crisis maps); forecast trends and influences; the nature of the crisis; risk mitigation guidelines; visualization of risk, vulnerability and equity information; and measure the multi-effect impact of the crisis. The collaboration between the DIY government and civil society will be reviewed from the six techniques or forms of visualizing the Covid-19 crisis. This study uses a qualitative method. Data collection using interview techniques, literature study, and from internet sources. This study found that the collaboration between DIY government and civil society in crisis visualization does not occur directly. This research found that the making of visual crisis communication was managed only by the government. Community involvement occurs in the collection of raw data in the field to be conveyed to the government. This study found that the collaboration with civil society was built on the educational aspect, informal coordination which tended to be bottom-up approach, and promotion through the mass media.
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Gudhadhe, Mrudula M. "Grade Scope Analysis: Data Visualization." International Journal for Research in Applied Science and Engineering Technology 13, no. 4 (2025): 7058–64. https://doi.org/10.22214/ijraset.2025.70073.
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Abstract: In spite of the fast growth of educational technology, the on-going challenge of converting raw data about students into useful insights continues to slow education progress. Grade Scope Analysis: Empowering Educators Using Modern Data Analytics and Interactive Visualization Technologies addresses this gap by providing an integrated system allowing educators, administrators, and policymakers to understand students' performance by means of interactive and dynamic visualizations. Made available to educational institutions of all levels, the system effectively transforms enormous quantities of raw educational data into actionable, intelligible information. Based on the latest web technologies and sophisticated data analytics, Grade Scope Analysis makes possible real-time monitoring, longitudinal performance tracking, and in-depth analysis of learning outcomes. Additionally, the platform accommodates predictive analytics to discover trends, predict student success, and suggest focused interventions. By providing an easy-to-use interface and reporting tools that can be customized, it gives stakeholders the power to make data-driven decisions that strengthen teaching strategies, individualize learning experiences, and maximize institutional effectiveness. Through this innovative approach, it attempts to revolutionize academic decision-making practices, allowing a higher level of transparency and understanding that refashions how educational data is understood and applied.
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Shelekhova, L. V., and F. S. Brantova. "Mapping as a means of developing cognitive competence of university students." Vestnik Majkopskogo Gosudarstvennogo Tehnologiceskogo Universiteta, no. 2 (July 7, 2024): 127–39. http://dx.doi.org/10.47370/2078-1024-2024-16-2-127-139.
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The relevance. The introduction of digital technologies into the professional sphere has predetermined an increase in the amount of information necessary for successful development in professional activities. This fact involves the development of students’ skills in searching, analyzing, systematizing and mastering educational material.The problem statement: how can the interaction of visual and non-modal channels of information perception be optimized so that the process of searching, analyzing, systematizing and assimilating professionally significant information among higher school students becomes effective?The goal of the research is to substantiate the effectiveness of using mapping as a means of developing skills in searching, analyzing, systematizing and assimilating professionally significant information in the process of educational activities.The following methods of empirical research were used: questionnaires based on Google forms, conversation and testing, T-Test. The experiment involved students and teachers of Kuban and Adyghe State Universities.The results of the research consist in clarifying the content of the concept of «visualization», establishing the relationship between the purpose of using mapping and the educational result, identifying the potential of mapping in increasing the efficiency of search, analysis, systematization and assimilation of educational material.Key conclusions: The introduction of mapping into the educational process contributes to improving the perception of information through visualization of the material being studied and the introduction of a «clip» method of demonstrating information; optimizing time when learning new material due to the structure of educational information; increasing involvement in the educational process due to the optimal combination of visualization of the artistic attractiveness of the map design and the structural and logical diagram of the information being studied in one didactic toolkit.