DOCUMENT RESUME IR 017 751 ED 393 415 Knupfer, Nancy Nelson AUTHOR Enhancing Local and Distance Education with TITLE Computer-Produced Visuals. PUB DATE 93 18p.; In: Verbo-Visual Literacy: Understanding and NOTE Applying New Educational Communication Media Technologies. Selected Readings from the Symposium of the International Visual Literacy Association (Delphi, Greece, June 25-29, 1993); see IR 017 742. Teaching Guides (For Guides Classroom Use PUB TYPE Speeches/Conference Papers (150) Teacher) (052) MF01/PC01 Plus Postage. EDRS PRICE Animation; *Computer Graphics; Computer Uses in DESCRIPTORS Education; *Design Preferences; *Distance Education; Higher Education; Information Transfer; *Instructional Effectiveness; Multimedia Material.-; *Screen Design (Computers) Computer Art; Virtual Reality; *Visual Design; IDENTIFIERS *Visual Displays; Visual Imagery ABSTRACT The most common use of computers in distance education is in the preparation of a visual image that is somehow transmitted to students. This paper addresses some design considerations for computer-produced visual displays that are intended for either local or distant audiences. Advice is offered on all three basic components of information display: (1) creating a pleasingly structured image, including all the elements of screen design like the use of text, color, graphics, animation, and multimedia; (2) creating a meaningful display with graphs and other methods of data visualization; and (3) creating a powerful image, perhaps even with virtual reality techniques. (Contains 9 figures and 26 references.) (BEW) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION MATERIAL HAS BEEN GRANTED BY Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION Alice D. Walker CENTER (ERIC) O This document has been reproduced as received from the person or organization originating it. TO THE EDUCATIONAL RESOURCES O Minor changes have been made to improve reproduction quality. INFORMATION CENTER (ERIC)." Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. ENHANCING LOCAL AND DISTANCE EDUCATION WITH COMPUTER-PRODUCED VISUALS by Nancy Nelson Knupfer rI The increased capability and as those played from a videodisc. Some equipment even allows a mix of both availability of computers for education has en analog video and digital displays on the led to questions about the potential C. en same screen. applications and impact of this medium on the teaching and learning process. The Because computer and television design of visual images can greatly r.14 screens contain similarities, there are some promote or interfere with learning. Image design considerations that are common to design needs to consider several variables both media. Presentations that mix images including, but not limited to, the audience from a computer with images from a and intended message, along with the videodisc, television camera, or other medium and technological constraints. projected image generally follow the rules of televised video screen design with some When learners use computers on a special consideration for the computer- local basis, they have opportunities to This paper addresses based medium. interact with the program. This interaction some design considerations for computer- enables each learner to control the pace, produced visual displays t!...1 are intended length of a session, and path through the for either local or distant audiences. It program (Jonassen, 1988). Distance that assumes electronically-produced education offers the ability to reach a larger instructional images require different range of students, but the technology often design considerations than those that are limits the type of interactive possibilities. Computers can be used to offer online limited to print. instruction in both live and delayed modes. A udiographics and other types of Information display can be organized into three perspectives: the structure of the shareware even can allow multiple users to image, the meaning of the image, and the manipulate the same screen image. But the power of the image (see Figure 1). The most common usage of computers in structure of the image contains the distance education is in the preparation of a visual image that is then sent to the essential elements of good screen design. videotape, television students These elements can enhance the learner's by ability to perceive and interpret the broadcast, coded transmission, facsimile intended message. This leads to the modem, or in print format by using learner's ability to apply meaning within facsimile or paper distribution systems. As the given context. Finally, images add computer-based multimedia products power to text-based messages; they have become more standardized, they too have a the potential to both clarify the message place in the distance learning scheme. and add emotional impact. Ongoing improvements in computer Structure of the Image hardware and software have removed some of the former technological barri eS The structure of the image first and now computers can supplement text considers the visual as a whole, then its with colorful graphics in both static and components and the elements of good dynamic modes. Computer-controlled screen design. In order for the various multimedia presentations can display image components to work together, images that are either digitized such as elements of well-planned screen design those on CD-ROM, or analog format such DGeT PAM/ AVIAII ADI 74 Verbo-Visual Literacy Effective Instructional Images Figure 1. Structure Essential Elements of Good Screen Design Meaning Learner's Perception and Interpretation Paver Emotional Impact of the Image 1988) since they induce eye fatigue must weave the components together in an aesthetically pleasing and understandable (Hathaway, 1984; Mourant, Lakshmanan, format. Thus, one must consider both the & Chantadisai, 1981) and are likely to be forgotten when presented on the screen image and the screen design. (Wager & Gagne, 1988). The Image In addition to the amount of text, its The image contains a mix of density, along with typographic cueing components that can work together or and the mix of upper-case and lower-case characters can affect legibility (Hartley, separately to modify the intended message. As you read this section, try to visualize 1987; Hathaway, 1984; Morrison, Ross, & O'Dell, 1988; Ross, Morrison, & the possible image variations that result from influences such as text, color, O'Dell, 1988). Variations in font type, graphics, animation, and multimedia. size, and density along with direction and screen placement can add meaning to the Text text image (see Figures 2 and 3). With the exception of titles, headings, or special Since text domi nates computer-based effects, the text should contain a mix of instruction (Soulier, 1988), it is important upper and lower case letters. to design text displays that communicate clearly to the reader. With appropriate No matter what the screen design, fonts and spacing, computer screens can legible text requires an appropriate font properly spaced. There is work very well for presenting limited that is amounts of text. Large amounts of text disagreement about the appropriateness of work better in printed form (Soulier, serif or sans serif style fonts. Some 75 Local and Distance Education recommendations about font style and authors claim that fonts with serifs, as weight as it was in the past. An important opposed to block-style lettering, are a better choice for computer screens contributing factor is the availability of good resolution provided by a VGA (Soulier, 1988). Yet others believe that monitor and a quality projection device. sans serif fonts with proportional spacing Also, color can be provide visual cues provide a cleaner effect that is easier to read than their seriffed counterparts within the text. (Gibson & Mayta, 1992; Kemp & Dayton, Color Fonts with small serifs can add 1985). interest to the display, while elaborately- seriffed fonts are difficult to read, Specific educational objectives can be enhanced by using color in visual especially if the image is to be viewed on illustrations (Dwyer, 1978), but while a television or in a large room. few colors can cue the learner about the intended message, too many colors can be Text legibility also depends upon the point size of the font. The point size of confusing. Color should assist the user in focusing on the material; it should never be text on a computer screen can range from a distraction (Gibson & Mayta, 1992). 12 to over 100 points per inch and remain Accordingly, Hannafin and Peck (1988) legible. However one should consider the suggest using a bright color to cue the intended usage when selecting point size. learner for new information, while Images that are likely to be projected for remainder of presenting the the large audience reading should not use a point size smaller than 26 (Gibson & information in standard colors consistent Mayta, 1992) and images that are not with the rest of the screen. Soulier (1988) recommends checking the program on a likely to be projected or broadcast will seldom require an extremely large font. monochrome monitor and using a pattern as a backup technique to aid those people Also consider the user; when designing who are color blind. screens for young children or people with visual impairments, use a larger font. Although this document is printed In addition to style and size of the without color, Figure 4 shows an example font, the weight of the typeface, line of how color can be used to highlight length, phrasing, and spacing between menu choices. In part A, the learner sees lines of text affect the legibility of that the Child Development module has five selections, with Review currently computer screens. The weight of a font highlighted using a border color that can vary from light, narrow, fine lines to matches the background of the Child heavy, broad, bold lines. A medium to Development box. Part B shows that the bold weight is very good, depending upon learner has single clicked the Normal the mix of elements on the screen. Gibson and Mayta (1992) recommend that bold Development topic and that box as well as throughout typeface used the boxes of the newly revealed subtopic be all computerized screen images that are choices are now bordered in the highlight intended for broadcast so that the text color. Highlighting the menu selections in At the this way can be particularly helpful in shows up against the graphics. situations where there are many potential least bold fonts should be used for all titles and headings as well as for particular branches. words that need emphasis. Drop shadows A few colors with good contrast behind the text characters can add legibility values will show up well on both color or if used carefully. monochrome displays, but an extreme Because computers, contrast like stark white on a black monitors, software, and projection systems are background will cause bleeding and becoming more capable, perhaps it is not illegibility; it is better to use light grey to to adhere precisely to critical as achieve the desired effect. Also avoid high A Verbo-Visual Literacy 76 Light and Airy Text Figure 2. Bold, Forceful Text Figure 3. STOP! projected. Complementary colors with low values of red and orange because they can saturation would have a good chance of bleed into the surrounding colors. working. In addition, certain colors that look Graphics and Animation ideal on an individual computer screen tend to flare or wash out when they are Graphics add interest to the screen projected to a large screen or transmitted by providing visual variety (Kemp & over a distance. To avoid disappointment 1985) and offer another Dayton, it is best to experiment with a few color opportunity to suggest meaning to the combinations using the equipment that will support the image when it is actually learner. Possible graphic treatments range 77 Local and Distance Education from simple to complex, from small clearly designed so the reader can interpret the meaning based upon thc legend, monochromatic embellishments to scales, symbols, and other provided cues. dramatic, richly-colored, full-motion video images complete with sound effects. Graphs that display data depend upon the reader's thought processing, Like verbal metaphors, Visual interpretation, and comprehension; to be metaphors can help us to understand an effective they must consider the intended unfamiliar concept. Metaphoric graphics visual message carefully. Sophisticated (Soulier, 1988) may be used to clarify a graphic displays that are designed to meaning within the computerized message, suggest inferences, generalizations, and or they can guide the user through the evaluative interpretation can help students mechanics or functionality of using the interpret meaning (Reinking, 1986; Singer software. For example, standard weather symbols might represent part of the & Donlan, 1980). High-level instructional graphics, such as symbolic, schematic, or content in a lesson about tornadoes while figurative displays can be effective in an exit sign icon would symbolize the teaching, and the visualization of abstract functionality of the software. ideas through figurative displays may very well enhance learning (Nygard & Computer images are frequently transferred to other media such as Ranganathan, 1983). All graphics do not art, camera-ready transparencies, require the same level of detail and clarity, computer-designed slides, animation, but even simple, decorative graphics at the pictorial level have their place. Indeed, video segments, and so on. One type of Boyle (1986) suggests a need for graphic application that is regularly designers to address cognitive processes produced beyond the original computer by developing more materials for graphic screen is the common tabulated data graph. Graphs that represent data need to be thinkers, not just graphic readers. Color Highlighted Menu, Part 1 Figure 4A. Overview TOUR MAP Normal Development CHILD I Development DEVELOPMENT at Risk Assessment techniques Single click to view subtopio. Double Review go to topic. click 6 78 Verbo-Visual literacy Figure 4B. Color Highlighted Menu, Part 2 Psychological and emotional development 1171 TOUR Overview Physical Developmes Normal Motor skills Development development Cognitive language sad social skills development I CHILD 1 H Development DEVELOPMENT at Risk behaviors and ills dvelopmeat Assessment Review I twlmiques Single click to viev subtopics. Double Reviev click 10 go to topic. wrommommilMolammemm. To assist with designing computer material by, for example, gaining attention graphics, Soulier (1988) offers the or illustrating a concept. When used following guidelines: Keep illustrations sparingly animations can be effective, but appropriate for the audience; use simple they can become irritating, distracting, or line drawings when possible; preload disruptive to the thought process if graphics into the program so that they overused or left on too long. Whenever appear quickly on the screen; use standard possible, allow the user to interrupt the symbols and symbolic representations; and animation. keep graphics on the same screen in close proximity to the corresponding text Computer-Based Multimedia These few tips can greatly message. improve the aesthetic appeal of a graphic Computer-based multimedia includes and promote clarity of the message. a wide rango of possible delivery options, but is usually characterized by mixing Most development software allows video images with computer images. The the use of simple animation to illustrate a possible styles range from single computer motion, provide interest, or draw attention screen, to projected computer screen, to to particular areas of the screen (Kemp & 360 degree displays. theater in the round Dayton, 1985). Although it is tempting to embellish the graphic, it is important to use A currently popular instructional animations only when appropriate and practice uses multimedia to support keep them short (Soulier, 1988). lectures with images from a videodisc or compact disc driven by a computer Animate only a few graphics that will program. Despite its great potential for aid the learner's comprehension of the providing rich imagery and stimulating BEST COPY AVAILABLE 79 Local and Distance Education the top or bottom of the screen that contain thought, this delivery method often falls consistent information help the learner short of expectations because of cluttered assess progress and maintain some control screens or inappropriate lesson delivery. over the program direction. The reader One of the greatest problems in actual should control the display rate when usage is the size of the text; the audience possible so that there is adequate time to cannot read text from a distance unless it is read the text, interpret the graphics, and enlarged. A second common problem is washed out colors in the computer consider the meaning of the message. graphics; color selection that does not hold Menus should be clear, concise, up during projection. The general uncluttered, and consistent. Icons within suggestions for computer screen design menus can be very helpful if the meaning found below may be applied to various of the icon is readily apparent. The range forms of multimedia displays as well as of possible choices in some programs can more tradi tional computerized images. lead to cluttered or excessively layered menus; pull-down menus can be a Screen Design Highlighting or fading some solution. menu choices will quickly give a visual Good screen design aids the learner cue about which items are currently by using visual components to portray the message in a way that provides both available. clarification of information and visual Careful positioning of text on the interpretation. To visually aid the learner, screen can add to its aesthetic appeal and it is necessary to consider the specific Although centering can work legibility. elements of good screen design as well as for lists, diagrams, or graphic mixes, most the general screen layout. text should be left justified and limited to Elements of Good Screen 65 characters per line or 25 characters per linc for projected images. Partitioned Design screens in which text is confined to specific areas, can work very well. Interesting screens are composed of a variety of elements that work well Ross and Morrison (1988) suggest Many of these elements are together. using a hierarchical text display that is equally important so they are presented here in no particular order. The goal of vertical and uses indentations similar to an outline. They further recommend a low- good screen design is to use the various density text display with reduced wording elements together to compose a simple, and sentences limited to one main idea. It consistent design that provides sufficient it also important to use care when splitting information while avoiding clutter. lines so that phrases remain complete Soulier (1988). Personal preference varies Unlike printed material which can be concerning single or double spacing of skimmed at will, the computer screen limits the learner's view of the overall text, but do provide text breaks where the content. Screen designs that are simple, content allows. straight forward, and consistent can help In addition to font size, 'the text lead learners through the material, while complicated designs lead to can legibility is influenced by contrast with the background. Common considerations for frustration. The basic simplicity of frame both computer screens and video images layout and user options does not restrict suggest cool, neutral background colors the ability to add interest and meaning with a full range of simple and complex like grey or blue instead of bright, very light, or very dark backgrounds. Tasteful graphics. use of enhancements such as outlined, inversed, flashing, or drop shadowed text Certain user options should always be available. For example, status lines at can add to legibility. Verbo-Visual Literacy 80 materials can be helpful. These include Special techniques for changing the balancing text with white space, screen display, such as zooming, panning, improving the aesthetics of the page, and tilting, and wiping onto the screen, can positioning graphics as the dominant vary the viewer's perspective of the image. visual element (Parker, 1987). Designing For example, a section of the screen can be enlarged to give a close-up view of the display with attention to legibility, the purpose of the particular frame, and specific details. Or the image can change consistent protocol, can result in visually from a long shot displayed in a small part interesting computer screens. Avoid of the screen to an extreme close-up cluttering the screen with too many showing part of the same image displayed print copies images; provide of in full screen mode. This technique can complicated images that are important to give the learner the sense of moving in to remember. take a close look at the image. Imagine, for example, the visual effect of looking at silence oral Like within a long shot of a group of trees in a small communication, empty spaces can be used box on the screen and then changing to a to advantage on the computer screen. For full screen display of a close-up shot of example the screen can be used to leaf on one of those trees. organize or highlight information, to draw attention to particular parts of the frame. broadcasting When computer The mix of graphics and text can provide a graphics for distance education, overscan visual cue; so can boxing and grouping of and underscan considerations become information. Partitions, borders, standard Overscan fills the screen important. icons, and consistent placement of beyond the edges so that no blank space common elements will visually aid the will show around the edge when the image reader. appears on a television monitor; computer graphics need to be produced in overscan While partitions and borders can mode so that no blank edges or distracting draw attention to an area, artistic sense can video signals will show around the edges Figure 5 shows a screen still flourish. during transmission (Gibson & Mayta, layout that protects a bordered area for 1992). Underscan protects a blank area designer has graphics where the around the screen edge so that images incorporated two borders, one within the don't get cut off during the transmission other. The image is allowed to overflow process; important information should be placed within a safe area, usually the the internal border while being contained by the external border. middle two-thirds of the screen (Kemp, It is important to pay attention to 1980). Generally headings are centered and both overscan and underscan beause the bold, sometimes even boxed. For long or desired result is neither an empty pocket complicated sequences, subheadings can around the around the screen nor loss of be used that include numbers or Roman important information around the edges. One way to handle overscan and numerals to aid the reader in visually underscan variations is to use a border following the general flow of information. around screen; this fills the screen edge As a general rule, information should flow from the top, left part of the screen to the completely while marking the safe area. bottom, right part of the screen because Screen Layout that is the way people in our culture read. Figure 6 shows artistic variation that splits a title between the top and the bottom of The elements of good screen design the screen. Because the information flows work together to build a cohesive screen from top left to bottom right, this title The computer screen layout layout. It also provides a subtle hint to works. should never be visualized as a printed the reader about the program content; both page filled with text, but guidelines similar the title and the quilts discussed in the to those offered for desktop published 81 Local and Distance Education or a completion or short answer, program must be pieced together to make constructed response which is considered a whole. Variations in standard layout can to be a more open-ended answer. work if they are with purpose and fit the situation. There are also variations to the general type of frames. For example, Good layout technique depends upon sometimes a frame contains both an understanding that not all computer frames are alike. Hannafin and Peck instruction and a question. Copy frames, prompt frames, hint frames, and interlaced (1988) address transitional, instructional, frames are some types of variations and question frames. Transitional frames (Hannafin & Peck, 1988). Copy frames are used to tie together the different parts provide information and a question about of the a computerized lesson: they provide that information in the same screen. This an orientation to the beginning of, and type of format can be helpful in directing various sections within, the .program; they student attention, emphasizing important serve as bridges between various topics or provide points, and for assuring a high degree of sections; they feedback, instructions; and success for particular students. directions, and But because they are so obvious, copy frames periodically, they present a progress report the learner gauge success. let to are considered very elementary and need to present Instructional frames be used sparingly. basic information to the learner: these frames can Prompt frames direct the learner to alert the student to a need for prerequisite information; provide links between supply input; these can be used effectively relationships from past and current for questions as well as instructional provide definitions, learning; and screens. Hint frames are usually provided after a student has failed to enter an examples, and rules. Question or criterion frames solicit input from the student to expected response; they offer guidance but do not supply the correct response. help individualize the instruction; these Interlaced frames are hybrids which frames usually are based upon a true or false, yes or no, multiple choice, combine various components from the Partitioned Frame with Double Bordered Graphic Figure 5. AA A AA A AA A AA AAA* AA A AAA A A A A A A A AA A A A AAA AAA& A A AAA A A A A A AA AAA A AAAAA A AAA AA A AA A A A A A AA AA A AA AAA". A A A A A A AA A A A A A A AA A AAA A A A A A.A A A A AA4 A A A A AAAA A.A SECTION - HISTORY -"*. AA AAA A A A A A A A A AAA A A A A A L A A A A A A A / . A A A A A A A A A A A A A A A L A A AAA AAA AA A AAA AA A AAA AAA A A A AA A AA As the fabric vas fashioned into a quilt, it became art expression of art. Many vomen saw the quilt as art expression of love for beauty, life, wrk, and family. 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