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作者： Marschnerová, Michaela Charles University of Prague

This bachelor thesis is focused on applied graphics used on online learning platforms and its impact on learning process. The aspects and impacts of applied graphics are analysed in the theoretical part. The practical part presents the evaluation criteria for design principles used in the educational materials. There are also suggested analysis methods that are immediately applied to five online platforms chosen from ***. These materials are intended for education or self-study of information and communication technologies at lower-secondary schools. KEYWORDS dual coding theory, applied graphics, information visualization, online education resources

关键词： dual coding theory applied graphics information visualization online education resources

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Bilinear pooling in video-QA: empirical challenges and motivational drift from neurological parallels

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PEERJ COMPUTER SCIENCE 2022年 8卷 e974页

作者： Winterbottom, Thomas Xiao, Sarah McLean, Alistair Al Moubayed, Noura Univ Durham Dept Comp Sci Durham England Univ Durham Business Sch Durham England Carbon AI Middlesbrough Cleveland England

Bilinear pooling (BLP) refers to a family of operations recently developed for fusing features from different modalities predominantly for visual question answering (VQA) models. Successive BLP techniques have yielded higher performance with lower computational expense, yet at the same time they have drifted further from the original motivational justification of bilinear models, instead becoming empirically motivated by task performance. Furthermore, despite significant success in text-image fusion in VQA, BLP has not yet gained such notoriety in video question answering (video-QA). Though BLP methods have continued to perform well on video tasks when fusing vision and non-textual features, BLP has recently been overshadowed by other vision and textual feature fusion techniques in video-QA. We aim to add a new perspective to the empirical and motivational drift in BLP. We take a step back and discuss the motivational origins of BLP, highlighting the often-overlooked parallels to neurological theories (dual coding theory and The Two-Stream Model of Vision). We seek to carefully and experimentally ascertain the empirical strengths and limitations of BLP as a multimodal text-vision fusion technique in video-QA using two models (TVQA baseline and heterogeneous-memory-enchanced 1-IME' model) and four datasets (TVQA, TGif-QA, MSVD-QA, and EgoVQA). We examine the impact of both simply replacing feature concatenation in the existing models with BLP, and a modified version of the TVQA baseline to accommodate BLP that we name the 'dual-stream' model. We find that our relatively simple integration of BLP does not increase, and mostly harms, performance on these video-QA benchmarks. Using our insights on recent work in BLP for video-QA results and recently proposed theoretical multimodal fusion taxonomies, we offer insight into why BLP-driven performance gain for video-QA benchmarks may be more difficult to achieve than in earlier VQA models. We share our perspective on, and s

关键词： Video question answering Bilinear pooling Multimodal fusion Deep-CCA TVQA Ego-VQA MSVD-QA TGif-QA dual coding theory Two-stream model of vision

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The effects of computer assisted English listening comprehension learning on listening and reading performance of Taiwanese EFL learners

应用语文学报

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应用语文学报 2020年第11期 45-67页

作者：張旭琪張喬妍蔡世峰

The performance of Taiwanese undergraduate students' English proficiency in the global proficiency index is always a pain in the English teaching community in Taiwan, but how to improve the English proficiency of Taiwanese students is still at a loss. To this end, the author proposes a practical and feasible way, a dual-coding learning theory that uses auditory and visual sensory to assist English language teaching. The current study aimed to investigate whether the implementation of complementary aural and visual English (dual-coding) language instruction impacted results on the TOEIC test given at a private university in central Taiwan. Both ANCOVA and mixed-design ANOVA results on multiple measures indicated that students who were placed in the TV-CLT instruction group performed significantly higher in listening comprehension and reading comprehension than some of the other groups after one semester of instruction. The results have confirmed the effects of dual coding theory (DCT) in listening and reading comprehension. Therefore, the author strongly recommends that in addition to the current English teaching model in Taiwan, English listening comprehension should be developed as early as possible.

关键词： English Language Teaching Communicative Language Teaching dual coding theory TOEIC test Studio Classroom (TV program)

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Tentative model of integrating authentic captioned video to facilitate ESL learning

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Sino-US English Teaching 2007年第9期4卷 1-13页

作者： WANG Yan-dong SHEN Cai-fen Basic Courses Department PLA University of Foreign Languages Luoyang 471003 China

Guided by relevant learning theories and based on the analysis of the attributes of captioned video, the Chinese ESL learners＇ characteristics and the characteristics of ESL learning itself, the paper tries to propose a model of integrating captioned video in ESL acquisition process. The model focuses on the feasibility of using captioned video to facilitate or support ESL learning.

关键词： authentic captioned video ESL information processing theory dual coding theory

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Proposal for a new method for teaching fundamental motor skills

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Procedia - Social and Behavioral Sciences 2010年第2期2卷 4949-4954页

作者： A. Dania V. Tyrovola M. Koutsouba National and Kapodestrian University of Athens D.P.E.S.S. Ethnikis Antistaseos 41 172 37 Athens Greece

During the period of acquisition and first practice of movement skills, learning becomes more effective when various sensory channels are used. According to the dual coding theory, students as learners code both visually and verbally incoming information into knowledge that can be stored and retrieved for subsequent use. The aim of the present study is the proposal of a new method for the teaching of fundamental motor skills that will be depended on a visual coding of movement information. Particularly, the morphological method for the analysis of dance is the proposed method according to which graphic visual symbols will be used to represent movement skills. It is expected that the use of the proposed teaching method will make teaching more effective, improving in this way the students’ motor skills.

关键词： Symbolic codes Visual literacy dual coding theory Morphological method

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The effects of visuospatial cueing on EFL learners' science text and picture processing through mobile phones

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TECHNOLOGY IN SOCIETY 2019年 59卷 101191-000页

作者： Yang, Hui-Yu Guangdong Univ Petrochem Technol Foreign Language Dept Maoming Peoples R China

This quasi-experimental study examined whether or not attention cueing can benefit learners in learning the kinematic operation of a mechanical system. This study investigated the interaction effects of the dynamic and cued conditions on the test results as well as cognitive load. Self-regulatory, mobile-phone-based visualizations depicting the kinematics of a flushing cistern comprised the instrument. The participants consisted of 174 English as a foreign language (EFL) learners from four sections of a reading course. After assessing their backgrounds, they were randomly assigned to one of four experimental conditions-pictures only, pictures plus cueing, animation only, and animation plus cueing. Immediately, after administering the experimental treatment, the participants answered comprehension tests and a cognitive load questionnaire. The results demonstrated that visuospatial cues, particularly in static diagrams, ameliorated the learners' learning effectiveness by facilitating their local comprehension better than their global comprehension. While animation benefited the learners in terms of solving directions and troubleshooting problems, the static diagrams and animations complemented each other in helping the learners understand the different kinematic functions of a mechanical system. The static diagrams were beneficial in enhancing local comprehension, whereas the animations benefited the learners' global comprehension as indicated in the learners' transfer test results. The experimental results revealed that the effectiveness of animation and visual cueing depend on the subject matter and purpose of the tests.

关键词： Animation Cognitive load theory dual coding theory Signaling Principle Mobile learning

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Using visual pedagogy to help adult immigrant in Australia

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校园英语 2018年第18期 14-17页

作者：杜红亚商丘师范学院外语学院

This essay aims to analyze one Australia English class that is designed to aged immigrate *** target learners are aged people and this lesson aims to help learners engaged into Australia *** the beginning, four invest... 详细信息

关键词： immigration visual pedagogy Non-verbal aspect EAL immigrant adult program dual coding theory photo-novel approach comic strips/cartoon advertisement calendars and informational picture books

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Graduate students’ perspectives on using e-books for academic learning

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Audio-Visual Media 2019年第1期56卷 75-91页

ABSTRACTABSTRACTThe purpose of this qualitative research was to explore (a) how graduate students interpret their experiences with the use of e-books for learning, (b) which reasons influence their preference for e-books or printed books when they learn, (c) how they perceive the impact e-books have on their learning, and (d) how they compare learning experiences between the use of a given printed book and an e-book containing similar content but also offering additional multimedia options. Participants consisted of 20 graduate students from one midsize university in the United States. The major findings of this research were that graduate students generally prefer using e-books to printed texts. When studying and preparing for an exam, however, graduate students will only supersede their familiarity with printed text if a given e-book offers similar content as the printed text and provides additional resources. Research implications and recommendations for future research were also provided.

关键词： Cognitive load theory dual coding theory e-books multimedia learning printed books

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Picturing success: The informational role of visual cues in initial coin offerings

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British Accounting Review 2024年

作者： Xia, Feilian Thewissen, James Barrio Herrezuelo, Diego Arslan-Ayaydin, Özgür Yan, Shuo Department of Finance Southern University of Science and Technology Shenzhen China Louvain Research Institute in Management and Organizations (LouRIM) Louvain School of Management Université catholique de Louvain Louvain-la-Neuve Belgium Department of Accounting SILC Business School Shanghai University Shanghai China Department of Finance University of Illinois Chicago United States

Visual cues are increasingly used in financial disclosures to improve information dissemination. While prior research has primarily focused on the informational value of linguistic attributes in financial disclosures, we draw on dual coding theory and investigate how infographics in disclosures affect fundraising success. Exploiting the high level of information asymmetry of Initial Coin Offerings (ICOs), we find that infographics positively influence the amount raised, particularly when the textual content is highly technical. We explore the mechanisms behind this result, showing that infographics are associated with improved third-party analyst ratings and reduced rating dispersion, which suggests that visuals help mitigate information asymmetry. Furthermore, qualitative, status summary, and startup-specific infographics further enhance fundraising efforts. Overall, visual cues significantly enhance the informational value of entrepreneurial financing disclosure, leading to greater funding outcomes. © 2024 Elsevier Ltd

关键词： dual coding theory Entrepreneurial finance Infographics Initial coin offerings Visual cues

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Recall of farm hazards in Australian primary school age children using a 3-d visual cue test.

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The Australian journal of rural health 2001年第5期9卷 216-221页

作者： Page, A.N. Fragar, L.J. Australian Centre for Agricultural Health and Safety Department of Public Health and Community Medicine University of Sydney Moree New South Wales Australia

This paper evaluates the effectiveness of the 'Spot the Hazard' farm safety resource which employs 3-D visual stimuli to develop rudimentary risk assessment skills in children. Primary school children from three local schools in north-west New South Wales were presented with the resource and talked about the farm hazards present. Children's recall of the hazards and the extent to which they compared the resource to their own farm was assessed after an initial presentation at post-tests of 1, 14 and 28 days, across three experimental groups. Individual differences in achievement were controlled for using the Wechsler Individual Achievement Test-Screener (WIAT). Analysis revealed that children exposed to the resource recalled significantly more hazards and made more comparisons to their own farm experiences than controls. However, differences on individual achievement were observed between groups due to a lack of randomisation. Farm safety educational resources for children are more effective when verbal and nonverbal strategies are used and when children are exposed to such cues repeatedly. The development of farm safety educational resources for children which employ spatial cues is encouraged. Further clarification of results would entail a more rigorous randomised control trial.

关键词： children dual coding theory education farm injury observational learning

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