Information visualizations for knowledge acquisition: The impact of dimensionality and color coding

The user-centered design and development of a childhood and adolescent obesity Electronic Health Record tool, a mixed-methods study

Background

Childhood and adolescent obesity are persistent public health issues in the United States. Childhood obesity Electronic Health Record (EHR) tools strengthen provider-patient relationships and improve outcomes, but there are currently limited EHR tools that are linked to adolescent mHealth apps. This study is part of a larger study entitled, CommitFit, which features both an adolescent-targeted mobile health application (mHealth app) and an ambulatory EHR tool. The CommitFit mHealth app was designed to be paired with the CommitFit EHR tool for integration into clinical spaces for shared decision-making with patients and clinicians.

Objectives

The objective of this sub-study was to identify the functional and design needs and preferences of healthcare clinicians and professionals for the development of the CommitFit EHR tool, specifically as it relates to childhood and adolescent obesity management.

Methods

We utilized a user-centered design process with a mixed-method approach. Focus groups were used to assess current in-clinic practices, deficits, and general beliefs and preferences regarding the management of childhood and adolescent obesity. A pre- and post-focus group survey helped assess the perception of the design and functionality of the CommitFit EHR tool and other obesity clinic needs. Iterative design development of the CommitFit EHR tool occurred throughout the process.

Results

A total of 12 healthcare providers participated throughout the three focus group sessions. Two themes emerged regarding EHR design: (1) Functional Needs, including Enhancing Clinical Practices and Workflow, and (2) Visualization, including Colors and Graphs. Responses from the surveys (n = 52) further reflect the need for Functionality and User-Interface Design by clinicians. Clinicians want the CommitFit EHR tool to enhance in-clinic adolescent lifestyle counseling, be easy to use, and presentable to adolescent patients and their caregivers. Additionally, we found that clinicians preferred colors and graphs that improved readability and usability. During each step of feedback from focus group sessions and the survey, the design of the CommitFit EHR tool was updated and co-developed by clinicians in an iterative user-centered design process.

Conclusion

More research is needed to explore clinician actual user analytics for the CommitFit EHR tool to evaluate real-time workflow, design, and function needs. The effectiveness of the CommitFit mHealth and EHR tool as a weight management intervention needs to be evaluated in the future.

The Impact of Color Cues on the Learning Performance in Video Lectures

This study explores the learning effects of color cues in video lectures and their underlying mechanisms. With the rapid growth of online education, lifelong learning, and blended learning, video lectures have become integral to teaching and learning. Color, a crucial element in visual design, directs attention, organizes content, and integrates information. Evaluating 78 college students, we assessed learning performance by comparing video content with no-color, single-color, and multi-color cues using eye-tracking technology and cognitive load scales. Results indicate that students viewing videos with color cues demonstrated better retention and transfer test performance, while absence or excess of color cues increased cognitive load. These findings have practical implications for video producers and provide a theoretical foundation for enhancing learners' viewing experience and overall effectiveness. This study not only offers an in-depth analysis of color cue utilization in video lectures, highlighting their positive impact on learning outcomes but also introduces fresh perspectives for educational technology and cognitive psychology research. Future investigations should consider color cue effects in diverse cultural contexts and subject areas, exploring varied strategies to optimize the learning experience.

How Interactive Visualizations Compare to Ethical Frameworks as Stand-Alone Ethics Learning Tools for Health Researchers and Professionals

BACKGROUND

Despite the bourgeoning of digital tools for bioethics research, education, and engagement, little research has empirically investigated the impact of interactive visualizations as a way to translate ethical frameworks and guidelines. To date, most frameworks take the format of text-only documents that outline and offer ethical guidance on specific contexts. This study's goal was to determine whether an interactive-visual format supports frameworks in transferring ethical knowledge by improving learning, deliberation, and user experience.

METHODS

An experimental comparative study was conducted with a pre-, mid-, and post-test design using the online survey platform Qualtrics. Participants were university based early-stage health researchers who were randomly assigned to either the control condition (text-only document) or the experimental condition (interactive-visual). The primary outcome variables were learning, (measured using a questionnaire), deliberation (using cases studies) and user experience (measured using the SED/UD Scale). Analysis was conducted using descriptive statistics and mixed-effects linear regression.

RESULTS

Of the 80 participants, 44 (55%) used the text-only document and 36 (45%) used the interactive-visual. Results of the knowledge-test scores showed a statistically significant difference between participants' post-test scores, indicating that the interactive-visual format better supported understanding, acquisition, and application of the framework's knowledge. Findings from the case studies showed both formats supported ethical deliberation. Results further indicated the interactive-visual provided an overall better episodic and remembered user experience compared with the text-only document.

CONCLUSIONS

Our findings show that ethical frameworks formatted with interactive and visual qualities provide a more pleasing user experience and are effective formats for ethics learning and deliberation. These findings have implications for practitioners developing and deploying ethical frameworks and guidelines (e.g., in educational or employee-onboarding settings), in that the knowledge generated can lead to more effective dissemination practices of normative guidelines and health data ethics concepts.

When color coding backfires: A guidance reversal effect when learning with realistic visualizations

Digital learning increasingly makes use of realistic visualizations, although realism can be demanding for learners. Color coding is a popular way of helping learners understand visualizations and has been found to aid in learning with detailed visualizations. However, previous research has shown that color coding must not always be an effective aid, and that it even may reduce retention when used with simple visualizations. This study assessed whether the presence of color coding in learning tests has an effect after having learned using a detailed visualization that either featured color cues or one that did not. The results indicate that color coding helps learners the most if the learning tests also feature color coding. Importantly, learning with color-coded visualizations and being tested without color cues leads to the worst results in retention and transfer tests. Regarding transfer, color coding in the testing visualization boosts performance regardless of the presence of color cues in the learning phase. The results of this study challenge popular perspectives aiming at optimizing learning by removing potential sources of difficulty. Depending on the learning test, it may be more effective to keep a certain level of difficulty in the learning task when learning with digital media.

Einfluss visueller Hilfen und räumlicher Fähigkeiten auf die graphische Interpretation von Vektorfeldern: Eine Eye-Tracking-Untersuchung

Ein solides Verständnis physikalischer Konzepte erfordert den Umgang mit multiplen Repräsentationen wie Formeln und Diagrammen zur Bildung kohärenter mentaler Modelle. Bei komplexen Sachverhalten haben Studierende häufig Schwierigkeiten mit solchen repräsentationalen Verknüpfungen und benötigen deshalb instruktionale Unterstützung. In diesem Beitrag wird der Einfluss von zwei Instruktionen (mit und ohne visuelle Hilfen; VH vs. OH) zur graphischen Interpretation eines Vektorfelddiagramms hinsichtlich Divergenz auf die Leistungsfähigkeit von $$N=141$$ N = 141 Studierenden untersucht. Beim Lesen der Instruktion und der anschließenden Aufgabenbearbeitung wurden die Augenbewegungen mit einem Eye-Tracker aufgenommen. Die Ergebnisse zeigen, dass Studierende in der VH-Gruppe ($$N=64$$ N = 64 ) eine bessere Testleistung erzielten als Studierende der OH-Gruppe ($$N=77$$ N = 77 ). Der Unterschied ist am stärksten ausgeprägt für die Studierendengruppen mit hohen und mittelstarken räumlichen Fähigkeiten, die im Vorfeld der Untersuchung mittels eines standardisierten Raumspannentests ermittelt wurden. Die Eye-Tracking-Analysen zum Lesen der Instruktionen zeigen, dass den Studierenden mit visuellen Hilfen die Selektion, Organisation und Integration lernrelevanter Informationen im Sinne der kognitionspsychologischen Theorie multimedialen Lernens besser gelingen als Studierenden der OH-Gruppe. Die Analyse der Eye-Tracking-Daten beim anschließenden Problemlösen ergibt, dass Studierende mit VH-Instruktion ihre Augen systematischer über die Vektorfelddiagramme bewegen, was eine korrekte Anwendung der vermittelten Strategie indiziert. Neben dem modellprüfenden Charakter und der Bedeutung visueller Hilfen zeigt die Studie das diagnostische Potential von Eye-Tracking bei Aufgaben mit hohen Ansprüchen an die kognitiv-visuellen Fähigkeiten.

The Effect of Spatial Ability in Learning From Static and Dynamic Visualizations: A Moderation Analysis in 6-Year-Old Children

Previous studies with adult human participants revealed mixed effects regarding the relation between spatial ability and visual instructions. In this study, we investigated this question in primary young children, and particularly we explored how young children with varying levels of spatial abilities integrate information from both static and dynamic visualizations. Children (M = 6.5 years) were instructed to rate their invested mental effort and reproduce the motor actions presented from static and dynamic 3D visualizations. The results indicated an interaction of spatial ability and type of visualization: high spatial ability children benefited particularly from the animation, while low spatial ability learners did not, confirming therefore the ability-as-enhancer hypothesis. The study suggests that an understanding of children spatial ability is essential to enhance learning from external visualizations.

Personality Assessment for Employee Development: Ivory Tower or Real World?

The acceptance and popularity of personality assessments in organizational contexts has grown enormously over the last 40 years. Although these are used across many applications, such as executive coaching, team building, and hiring and promotion decisions, the focus of most published research on the use of personality assessments at work is biased toward assessment for employee selection. Reviews have therefore tended to use criteria that are appropriate for selection, neglecting the additional and different criteria that are important in relation to employee development. An illustration of the often-discussed scientist-practitioner divide is that the Myers-Briggs Type Indicator is the most widely known and used personality assessment in organizations, despite harsh criticism by the academic community. This article reviews this debate, and draws implications for the appropriate choice of personality assessments for use in individual and team development, and a new direction for scientific research.

Less is more: development and evaluation of an interactive e-atlas to support anatomy learning

An Interactive electronic Atlas (IeA) was developed to assist first-year nursing students with interpretation of laboratory-based prosected cadaveric material. It was designed, using pedagogically sound principles, as a student-centered resource accessible to students from a wide range of learning backgrounds. It consisted of a highly simplified interactive interface limited to essential anatomical structures and was intended for use in a blended learning situation. The IeA's nine modules mirrored the body systems covered in a Nursing Biosciences course, with each module comprising a maximum of 10 pages using the same template: an image displaying a cadaveric specimen and, in most cases, a corresponding anatomical model with navigation panes (menus) on one side. Cursor movement over the image or clicking the menu highlighted the structure with a transparent overlay and revealed a succinct functional description. The atlas was complemented by a multiple-choice database of nearly 1,000 questions using IeA images. Students' perceptions of usability and utility were measured by survey (n = 115; 57% of the class) revealing mean access of 2.3 times per week during the 12-week semester and a median time of three hours of use. Ratings for usability and utility were high, with means ranging between 4.24 and 4.54 (five-point Likert scale; 5 = strongly agree). Written responses told a similar story for both usability and utility. The role of providing basic computer-assisted learning support for a large first-year class is discussed in the context of current research into student-centered resources and blended learning in human anatomy.

Visualizing seismic risk and uncertainty: a review of related research

Government agencies and other authorities often communicate earthquake risks using maps derived from geographic information systems. Yet, little is known about the effects of these maps on risk perceptions. While mental models research and other approaches are available to inform risk communication text design, similar empirically derived guidance is lacking for visual risk communications, such as maps, which are likely to trump text in their impact and appeal. This paper reviews the empirical research that might inform such guidance. Research on graphs, spatial and visual perception, and map design suggests that graphics increase risk avoidance over numerical risk representations, and countable visuals, like dots, can increase the accuracy of perceived risks, but not always. Cartographic design features, such as color, animation, interactivity, and depth cues, are all candidates to represent risk and uncertainty and to influence risk perception. While there are robust known effects of color (e.g., red = danger), with some cultural variability, animation can increase the salience of otherwise obscure features but is not uniformly effective. Depth cues, dimensionality, and the extent to which a representation depicts versus symbolizes a scene will influence the viewer's perspective and perception, depending on the viewer's familiarity with the scene; their effects on risk perception remain unclear. The translation and representation of technical information about risk and uncertainty is critical to risk communication effectiveness. Our review suggests a handful of candidate criteria for evaluating the effects of risk visualizations, short of changes in behavior: accuracy, accessibility, retention, and perceived risk and usefulness.