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The Absence of Graphics in Scholarly Articles
by Jason L. Rickman

Have you ever heard the saying, “a picture speaks a thousand words”? As an Electronic Graphics Specialist, this comment is music to my ears. After ten years, I have gained a unique perspective of the impact graphics can make as a communication tool in the hospital setting. As a college Communication student, it seems obvious to me that the benefits of visual communication as a learning tool, specifically computer graphics, could greatly increase students understanding of scholarly research articles. I have discovered that the primary source articles we access in order to learn about research in communication are often very difficult to read. Filled with detailed experiments and text containing multi-syllable words one would need a PhD to verbalize, students typically have trouble deciphering exactly what it is they are reading, desperately trying to grasp a concept or two to help them complete their assignment. Personally, I suspect scholars might be doing this on purpose in order to keep their knowledge sacred among themselves, like an exclusive club that communicates to each other using a secret code. I believe that research should be conducted to determine the benefits of using two-dimensional and three-dimensional print graphics in scholarly research articles in order to better serve students and the public. Within the past decade, the obvious benefits of being able to better understand visual representation in lieu of complex writing and technical verbiage has become realized to the point of expanding into disciplines such as earth science, biology, physics, medicine and communication.

Better understanding is developed in communicating science visually rather than verbally. Today, computer graphics play a big role in helping to relay scientific information between scientists and to the public. For example, how would most of us ever really know what DNA looks like without the graphic representation of the double helix with spiral strands? Furthermore, communicating aspects of chemistry requires the use of visual representation, accentuating the importance of accurately designed graphics. (Trumbo, 2000)

Trumbo (1999) points out that visualization as a tool not only increases the scientist’s ability to learn but also allows them to share or communicate this knowledge to others. Importance is placed on scientific visuals, including computer graphics, communicating meaning to scientists and the public. Trumbo expands on this topic by defining visual literacy as a holistic construct consisting of three categories: visual communication, visual learning and visual thinking. It is important to note that Trumbo’s articles are completely void of graphics.

Hildebrand and colleagues (1995) constructed a visual model designed to describe how computer graphics, image processing and computer vision overlap in order to support the image modeling process involved in acquiring input data for applications found in fields such as earth science and biology. They begin by introducing the model and discussing its aspects, then look at improvements and advantages from it’s integration . The article contains a total of three graphics. The graphic of the model looks fairly basic in contrast to the complexity of the concept it represents. In my opinion, the graphic could greatly benefit from the use of color to differentiate it’s shaded areas and might be easier understood using a three-dimensional representation. The other two graphics are meant to represent communication concepts and I do not believe they are very successful as tools for better understanding.

In the field of medicine, content based image retrieval systems such as PACS (picture archiving and communication systems), utilize computer technology to access patient images including CT, MRI, other various medical scans and x-rays. Convenient access to these images, electronically, improves areas of medical communication such as teaching, research and diagnostics (Muller, et al., 2004). At the hospital where I previously worked, I saw this system in action and it is revolutionary. Soon, it may make medical film obsolete. Previously, still images of x-rays had to be stored and checked out from medical libraries. Now they are being stored on servers accessible from any computer workstation with the proper software installed. Doctors discussing a case can instantly pull up images and frame-by-frame animations to compare diagnoses and findings like never before. Despite my previous knowledge of PACS, I believe the four graphics used in this article, one containing color, are very beneficial as far as communicating the overall working aspects of the system.

At one time, classroom teaching materials consisted of filmstrips, slides and audio tapes. Today, multimedia technology integrates these tools through computers in the form of video, graphic and audio files. In 2000, Wang focused on how computer graphics technologies can be used as a teaching tool in the classroom setting producing benefits such as student motivation, higher interest, learner control and interactivity. This article was fairly easy to follow and although it did not contain any graphics, the argument could be made that none were warranted.

Some suggest that electronic graphics should be incorporated into visual learning at the college level. Hattal and Mendes (1995) define visual learning as a permanent change in behavior through visual stimulation. After examining research strategies along with proposing teaching strategies within disciplines such as computer science, communication, mathematics and physics, they conclude that the opportunity to integrate complex three-dimensional graphics, computer animation and virtual reality into higher learning should be realized and implemented.

Current research shows how computer graphics are being adopted into areas of science, medicine and the classroom, effectively helping to facilitate understanding and better communication. On the other hand, there is clearly a lack of visuals in scholarly research articles. It could be because in most articles graphics might not be necessary. It could also be because scholars, individually and as a collective group, are reluctant because of unknown personal reasons. Regardless, research conducted on the possible benefits of making research articles easier to comprehend through the practice of incorporating graphics on a substantial level should be investigated.

References:
Hattal, B., & Mandes, E. (1995). Enhancing visual thinking and learning with computer graphics and virtual environment design. Computers & Graphics, 19, 889-894.

Hildebrand, A., Magalhaes, L., DeMartino, J., Seibert, F., Strack, R., Tozzi, C., et al. (1995). Towards a visual computing and communication reference tool. Computers & Graphics, 19, 141-149.

Muller, H., Michoux, N., Bandon, D., & Geissbuhler, A. (2004). A review of content- based image retrieval. International Journal of Medical Informatics, 73, 1-23.

Trumbo, J. (2000). Seeing science: Research opportunities in the visual communication of science. Science Communication, 21, 379-391.

Trumbo, J. (1999). Visual literacy and science communication. Science Communication, 20, 409-425.

Wang, S. (2000). Multimedia and some of its technical issues. International Journal of Instructional Media, 27, 303-314.