Visual Representation: Enhancing Students' Learning Engagement through Knowledge Visualization

Yusoff, Zarwina; Katmon, Siti Aminah; Ahmad, Mohamad Noh; Miswan, Siti Hidayah Mohd

doi:10.1109/icicm.2013.48

Cited by 12 publications

(3 citation statements)

References 10 publications

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“…There are many existing researchers tried to visualize the course content to enhance the learning process [2,3]. None of the existing visualization research work tried to represent the concepts relation as cognitive and comprehension relation which is one of our concepts relation model.…”

Section: Background and Related Workmentioning

confidence: 99%

Visualizing concept space of course content

Aboalela

Khan

2015

2015 IEEE 7th International Conference on Engineering Education (ICEED)

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This research presents visualization model to introduce learning knowledge according to pedagogical relation of the concepts. In a course normally we covered hundred of concepts with interesting relationship. For the current study, we take a computer science course "Data Structure" and show some interesting aspects of the relationship of the concepts. The pedagogical relation involved of three bases: the syllabus relation dimension, the ontology relation dimension, and the dimension of the cognitive skills levels of the concepts. The cognitive skills levels means comprehension in term of verbs connect between the concepts and obtains prerequisite relation between the concepts such that, to understand, or apply, or analyze, etc. a particular concept the prerequisite concepts should be known.

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Section: Background and Related Workmentioning

confidence: 99%

Visualizing concept space of course content

Aboalela

Khan

2015

2015 IEEE 7th International Conference on Engineering Education (ICEED)

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“…Knowledge visualization consists of exploring the use of visual representations in the form of graphs, diagrams, drawings, sonographs etc. to enhance knowledge creation and transfer between at least two people [11,12]. Eppler views KV as the use of graphics to create, integrate and administer knowledge [13].…”

Section: What Is Knowledge Visualization?mentioning

confidence: 99%

Knowledge Transfer in Science Education: The Case for Usability-Based Knowledge Visualization Guidelines

Fadiran¹,

Biljon²,

Schoeman³

2020

Lecture Notes in Computer Science

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There is growing evidence that visualization aids knowledge transfer. However, the cases where learners have been actively involved as cocreators of knowledge visualization aids are limited. Furthermore, employing knowledge visualization for teaching and learning in high-school science have been proposed but empirical evidence of the effect on knowledge transfer is limited. The purpose of this study is to report on the knowledge transfer effect of applying usability-based knowledge visualization guidelines. A design-based research methodology guided by pragmatism was applied. The data capturing methods include a questionnaire-based survey, interviews and observations. The results suggest that the use of knowledge visualization can support knowledge transfer and the students' learning experience in secondary school education, but more research is required to confirm this. The contribution of this paper is to add to the emerging discourse on the use of knowledge visualization for teaching and learning, and to report on how knowledge visualization guidelines can be used in practice.

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“…Knowledge visualisation according to [9] is the act of representing complex concepts and data using graphics and animations in ways that people have not seen before, in order to aid knowledge transfer and creation. Zhang et al [1] and Burkhard [10] explained knowledge visualisation as the act of exploring the use of visual representations such as graphs, diagrams, drawings, sonographs etc.…”

Section: What Is Knowledge Visualisation?mentioning

confidence: 99%

How can visualisation principles be used to support knowledge transfer in teaching and learning?

Fadiran

Biljon

Schoeman

2018

2018 Conference on Information Communications Technology and Society (ICTAS)

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Visualisation has proven benefits in supporting knowledge transfer. Furthermore, it can enable learners to become co-creators rather than only consumers of knowledge. Technological advancements have made visualisation more accessible as a mechanism to improve teaching and learning but theorisation and best practices are lacking. This study aims to investigate the usefulness of knowledge visualisation principles for improving knowledge presentation and demonstrating knowledge transfer by high school learners. A design-based research methodology is applied which required the creation and evaluation of guidelines (artefacts) in order to assess the effects of knowledge visualisation principles while visualising. The results indicate that some of the knowledge visualisation principles extracted from literature could improve knowledge transfer in secondary school education. The contribution of this paper is to propose a set of validated knowledge visualisation guidelines towards the theory and practice of using knowledge visualisation in teaching and learning.

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Visual Representation: Enhancing Students' Learning Engagement through Knowledge Visualization

Cited by 12 publications

References 10 publications

Visualizing concept space of course content

Visualizing concept space of course content

Knowledge Transfer in Science Education: The Case for Usability-Based Knowledge Visualization Guidelines

How can visualisation principles be used to support knowledge transfer in teaching and learning?

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