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The
Absence of Graphics in Scholarly Articles
by Jason L. Rickman
Have you ever heard the saying, “images speak louder than
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
commu
nication
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.
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