Graphics Reference
In-Depth Information
tests, have been increasing steadily, particularly
in industrialized countries (Flynn, 1980; Flynn &
Dickens, 2001). The collected data suggest that the
“Flynn Effect” - the successive increase in scores
with each new birth cohort - is continuing (Flynn,
1994). Visual processing capabilities of students
are increasing even more with playing up-to-date
computer games that simulate 3D worlds” (Len-
gler, 2006). The growing visual literacy creates
demand for more advanced and very up-to-date
knowledge visualizations and the understanding
of visual intelligence; therefore, visual literacy
is an essential step for producing more efficient
knowledge visualizations (Lengler, 2006). This
author has also stressed that the growth in visual
processing skills resulting from the exposure to
visual media where video, TV, and movie produc-
tions provide rich information with the decreasing
length of the average shot. Since students are able
to perceive, understand, and process increasingly
complex visual messages, visual way of commu-
nication becomes more and more effective and
important. According to Lengler, visual literacy
is a characteristic that depends upon visual intel-
ligence. He lists the vision competencies as the
abilities to:
It is usually assumed that the vision competen-
cies and skills advance thinking, problem solving,
decision-making, discovering solutions, creating
and communicating messages, and learning. Some
hold that visual literacy involves visual thinking
where critical review of a visual content includes
asking the descriptive, analytical, interpretative,
and evaluative questions; visual communication
that enables effective presentation of knowledge
or a creative product; and visual learning that
facilitates construction of knowledge. In educa-
tion, the level of digital art literacy is considered
dependent on the balance between the components
of traditional art education (theory, art history,
critique and studio work) and the software and
technological literacy. By expanding visual
imagery students improve their skills in finding
out and interpreting patterns, transforming and
transmitting visual information. Visualizations
such as animations improve understanding of
systems and processes that change over time.
Since students are able to perceive, understand,
and process progressively more complex visual
messages, visual way of communication and
learning becomes more and more effective and
important. The growing visual literacy creates a
demand for more advanced and very up-to-date
knowledge visualizations. At the same time, visual
literacy is a prerequisite and an essential step for
producing more efficient knowledge visualizations
(Lengler, 2006).
•
Speedily
locate,
identify and assess
patterns.
• Speedily assign complex shapes to visual
categories.
• Structure, store, and recall objects and
paths in maps.
• Reconfigure shapes into new objects.
• Express concepts with visual means in a
wide variety of ways.
• Construct meaning by integrating different
associated visual messages.
• Imagine and rotate objects in 3D space.
• Simulate the future behavior of objects,
based on their pattern of change in a given
time period.
• Deduce the rules that govern patterns.
Computer Graphics and the
Development of Visual Literacy
A rich supply of imagery and a strong exposure
to visual media create the environmental feedback
resulting both in richer information delivery by
the media and spectacular growth in visual pro-
cessing skills (Flynn and Dickens, 2001). Video,
TV, and movie productions, with their decreas-
ing length of the average shot, contribute to this
effect. Visual processing capabilities of students
are increasing even more with playing up-to-date
