Articoli di riviste: "Visual aids"

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Keightley, Simon. "Visual Aids". Science & Justice 38, n. 1 (gennaio 1998): 67–68. http://dx.doi.org/10.1016/s1355-0306(98)72078-7.

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Pateşan, Marioara, Alina Balagiu e Camelia Alibec. "Visual Aids in Language Education". International conference KNOWLEDGE-BASED ORGANIZATION 24, n. 2 (1 giugno 2018): 356–61. http://dx.doi.org/10.1515/kbo-2018-0115.

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Abstract Visual aids are powerful tools that can be used to assist the teachers in teaching a foreign language. They can be used to display complex information clearly and introduce variety into the activities in class. The benefits in using visuals in teaching are huge, ranging from grabbing and maintaining attention to motivating students to engage with the lecture’s particular topic and helping them to retain information. Specialists as well as teachers agree on the important role of visuals that can significantly enhance the learning of students that belong to a generation familiar with the visual interface of multimedia and internet technologies. The present paper examines some of the theoretical and practical aspects of the use of visual aids in the English language classroom

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Eadie, John. "Gemmological visual aids". Journal of Gemmology 22, n. 4 (1990): 207–9. http://dx.doi.org/10.15506/jog.1990.22.4.207.

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Sanderson, Katharine. "Learning tools: Visual aids". Nature 477, n. 7366 (settembre 2011): 621–22. http://dx.doi.org/10.1038/nj7366-621a.

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Green, Barney. "Heliport visual approach aids". Hospital Aviation 5, n. 7 (luglio 1986): 23–24. http://dx.doi.org/10.1016/s0740-8315(86)80156-5.

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Dudley, N. J. "Aids for visual impairment." BMJ 301, n. 6761 (17 novembre 1990): 1151–53. http://dx.doi.org/10.1136/bmj.301.6761.1151.

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Tolinski, Michael. "Visual Aids for Automotive". Plastics Engineering 63, n. 9 (settembre 2007): 54–55. http://dx.doi.org/10.1002/j.1941-9635.2007.tb00194.x.

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Kuvondikovna, Karimova Shohida, e Botirova Hakima. "Designing Visual Aid". European Journal of Higher Education and Academic Advancement 1, n. 2 (18 maggio 2023): 165–67. http://dx.doi.org/10.61796/ejheaa.v1i2.131.

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Designing visual aids are essential for informed decision making. Unfortunately, many people struggle to understand typical risk communications because they lack essential decision-making skills. Objective The aim of this study was to review the literature on the effect of numeracy on risk literacy, decision making, and health outcomes, and to evaluate the benefits of visual aids in risk communication. Method We present a conceptual framework describing the influence of numeracy on risk literacy, decision making, and health outcomes, followed by a systematic review of the benefits of visual aids in risk communication for people with different levels of numeracy and graph literacy. The systematic review covers scientific research published between January 1995 and April 2016, drawn from the following databases: Improvements in risk understanding consistently produced beneficial changes in attitudes, behavioral intentions, trust, and healthy behaviors. Visual aids were found to be particularly beneficial for vulnerable and less skilled individuals.

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Yaffe, Philip. "Why visual aids need to be less visual". Ubiquity 2019, April (26 aprile 2019): 1–8. http://dx.doi.org/10.1145/3326538.

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Haimson, Craig, Daniel Bothell, Scott A. Douglass e John R. Anderson. "Partitioning Visual Displays Aids Task-Directed Visual Search". Human Factors: The Journal of the Human Factors and Ergonomics Society 46, n. 3 (settembre 2004): 551–66. http://dx.doi.org/10.1518/hfes.46.3.551.50399.

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Yaffe, Philip. "Why visual aids need to be less visual". Ubiquity 2008, March (marzo 2008): 1–4. http://dx.doi.org/10.1145/1366313.1366316.

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Boehm, H. ‐D V., e R. ‐D von Reth. "Visual Aids for Future Helicopters". Journal of the American Helicopter Society 30, n. 3 (1 luglio 1985): 3–12. http://dx.doi.org/10.4050/jahs.30.3.3.

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Sakinah, Sakinah, Dita Kurnia Sari Sembiring e Suhairi Suhairi. "Effective Design and Visual Aids". Mimbar Kampus: Jurnal Pendidikan dan Agama Islam 20, n. 2 (3 agosto 2021): 125–36. http://dx.doi.org/10.47467/mk.v20i2.434.

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The actualization of visual communication can’t be separated from bussines and aesthetic design. The sense is important role in creation. If it doesn’t, it will be treatise tragedy. The product of visual communication can’t be separated from media, as a mediation place among product, services, even self actualization with social community who became target. The presence of sense on every element in the design will frame the concept of design. Research methods uses a qualitative approach with emphasis on observation and documentation. The analize data uses case study. Creating with sense is appreciation problems, because every action of human involve all five senses. The appreciation through the imagination manifested visually may experience stylized, distortion, and adaptation. But interestingly, designer is able to capture the essence, so the sense be more involved in the creation process. The sense of design is the result of the appreciation that includes creative activity. The creative, expression, perception, character, productive, inventive, innovation, inspiration, and emergentif aspects that present in the overall design concept focused on achieving aesthetic value. The design of visual communications show the sense of the process until the final design. The sense of design is present in every element of the design such as illustration, typography, color, and layout.

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Pilkington, T. L. "Audio-Visual Aids to Teaching". Psychiatric Bulletin 9, n. 4 (1 aprile 1985): 86–87. http://dx.doi.org/10.1192/pb.9.4.86.

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Pilkington, T. L. "Audio-Visual Aids to Teaching". Bulletin of the Royal College of Psychiatrists 9, n. 4 (aprile 1985): 86. http://dx.doi.org/10.1192/s0140078900001851.

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Roberts, S. P., Y. Ismail e E. L. Arsura. "Visual loss in AIDS patients". British Journal of Ophthalmology 78, n. 6 (1 giugno 1994): 511. http://dx.doi.org/10.1136/bjo.78.6.511-b.

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Roth, Andrew. "Squeamish about MPs' visual aids". British Journal of Healthcare Management 14, n. 1 (gennaio 2008): 10. http://dx.doi.org/10.12968/bjhc.2008.14.1.28076.

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Zaust, S. K., e M. S. Krutalevich. "PEDAGOGICAL POTENTIAL OF VISUAL AIDS". Современное образование: традиции и инновации, n. 4 (2022): 122–26. http://dx.doi.org/10.51623/23132027_224_122.

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Xue, Yawen. "The Effects of Different Positions of Visual Aids on Memorization". Lecture Notes in Education Psychology and Public Media 5, n. 1 (17 maggio 2023): 132–39. http://dx.doi.org/10.54254/2753-7048/5/20220433.

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As scientists researched how to improve people's memory, they found that visuals stick in people's brains stronger than words do. Nevertheless, the question is how can we arrange the visual aids so the position of the visual aids is effective in improving memory. An experiment is conducted using Psychopy. The participants are going to memorize words and do a simple recognition task. The different position of visual aid is the altered variable between the 3 experiment groups. The results show a strong correlation between visual and linguistic perception. In the future, this experiment can be taken further deeper into this topic, or people can apply the results in real life.

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Perrault, Madeleine A., Gabriele Lauer, Sabine Voss, Berthold Seitz e Barbara Käsmann-Kellner. "Visual Impairment and Low Vision Aids—A Comparison between Children and Adults". Journal of Personalized Medicine 13, n. 11 (14 novembre 2023): 1608. http://dx.doi.org/10.3390/jpm13111608.

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(1) Background: This study aims to highlight differences in the etiology and fitting of low vision aids in visually impaired children and adolescents in comparison to adults. (2) Methods: A retrospective data collection from visually impaired patients presenting to obtain assistive devices from 1 January 2016 to 30 April 2020 was conducted. A total of 502 patients were included. Inclusion criteria were a minimum age of 4 years and the chart notation of a best-corrected distance visual acuity in the patient record prior to the fitting of magnifying visual aids. (3) Results: Of the 502 patients, 147 (29.3%) were children under the age of 18 years. The most common cause of visual impairment in children was albinism, and in adults, it was age-related macular degeneration (AMD). Children showed better distance visual acuity, with a median of 0.88 logMAR (Logarithm of the Minimum Angle of Resolution) compared to 1.0 in adults (p = 0.001). Near visual acuity was also significantly better, with a median of 0.54 logMAR in children compared to 0.9 in adults (p < 0.001). Near and distance visual acuity were significantly improved by fitting magnifying visual aids (p < 0.001). After fitting, near visual acuity averaged 0.3 logMAR, and distance visual acuity, 0.7. The most commonly prescribed aids were optical vision aids, which 68.5% of the patients received; 43.8% received electronic aids. In children, optical aids were more frequently prescribed, and in adults, electronic and acoustic aids (p < 0.001). (4) Conclusion: Visually impaired patients can regain the ability to read and improve distance vision by using individually adapted and tested magnifying vision aids, often with optical aids alone. Differences between children and adults could be discovered in the etiology and severity of visual impairment, as well as in the provision type of low vision aids.

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Aljubour, Ala, Medhat AbdElBaki, Omar El Meligy, Basma Al Jabri e Heba Sabbagh. "Effect of Culturally Adapted Dental Visual Aids on Oral Hygiene Status during Dental Visits in Children with Autism Spectrum Disorder: A Randomized Clinical Trial". Children 9, n. 5 (5 maggio 2022): 666. http://dx.doi.org/10.3390/children9050666.

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Autism spectrum disorder (ASD) prevalence has escalated in the last few decades; it is common to have children with ASD seek dental treatment. Their unique behavior patterns prevent them from attending a regular dental setting and receiving proper oral hygiene instructions (OHI); therefore, culturally adapted dental visual aids are necessary to teach them proper OHI. The aim of this study was to assess the effectiveness of culturally adapted dental visual aids in improving oral hygiene (OH) status in children with ASD. A blinded, randomized, controlled clinical trial with sixty-four children with ASD were randomly divided into two groups according to the type of dental visual aids given to them. The experimental group received culturally adapted dental visual aids developed specifically for the study, and the control group received regular dental visual aids. OH status was assessed before and after using the dental visual aids, and data were processed using SPSS version 25.0. OH status improved significantly in both groups after using the dental visual aids (p < 0.001, p < 0.001), respectively. The experimental group showed significant improvement in comparison to the control group in OH status (p = 0.030). Both dental visual aids showed effectiveness in improving OH status in children with ASD.

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Fauziah, Firda, Etika Rachmawati e Misbahudin Misbahudin. "MALE-FEMALE EFL STUDENTS’ PERCEPTION ON THE USE OF AUDIO VISUAL AIDS TO IMPROVE THEIR VOCABULARY MASTERY". JALL (Journal of Applied Linguistics and Literacy) 2, n. 1 (26 febbraio 2018): 25. http://dx.doi.org/10.25157/jall.v2i1.2188.

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This study attempted to investigate male-female EFL students’ perception on the use of audio visual aids in learning vocabulary mastery. The aims of this study were to finding out the male EFL students’ perception on the use of audio visual aids in learning vocabulary, the female EFL students’ perception on the use of audio visual aids in learning vocabulary, and how audio visual aids help students in improving their vocabulary mastery. The participants were 19 students at the tenth grade students in one of senior high schools in Ciamis. This study employed one type of qualitative strategies that was using case study. The writer used three instruments to gain the data, they were questionnaire, interview and observation. The result for the first question asserted that male students perceive the use of audio visual aids was good to be used in learning process, especially in learning vocabulary. Moreover, the result for the second question revealed that female students perceive audio visual aids have some benefits in learning process, especially in learning vocabulary. Then, the result for the third question asserted that audio visual aids help the students in improving their vocabulary mastery. It can be concluded that male-female EFL gave positive perceptions toward the use of audio visual in learning vocabulary and audio visual aids help the students to improve their vocabulary mastery. Besides, it is suggested for the English teacher, it is hoped that this study could be a new way in giving the new situation in the classroom. Moreover, it is suggested for the students because the most students feel helped in learning process, especially in learning vocabulary by using audio visual aids. For further researchers, the result of this study can be used as reference in the same field with the different interest.Keywords: perception, gender, audio visual aids, vocabulary, vocabulary mastery

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J. I., Hamad. "The Impacts of Visual Aids in Promoting the Learning Processes in Schools in Pakistan". African Journal of Education and Practice 9, n. 1 (7 aprile 2023): 51–60. http://dx.doi.org/10.47604/ajep.1912.

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Purpose: The purpose of this study is to investigate the impacts of visual aids in promoting the learning processes in schools in Pakistan. Methodology: The study adopted a desktop methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library. Findings: The findings of the study revealed the existence of a contextual and methodological gap relating to the impacts of visual aids in promoting the learning processes in schools. Preliminary empirical review found that using visual aids as a teaching aid stimulates thinking and improves the learning environment in the classroom. Effective use of visual aids substitutes monotonous learning environments. Students develop and increase personal understanding of the areas of learning when they experience a successful and pleasant learning in the classroom. Students find visual aids sessions useful and relevant when it has some direct relation to the course content. Unique Contribution to Theory, Practice and Policy: The Cognitive Load Theory may be used to anchor future studies on the impacts of visual aids in promoting the learning processes in schools in Pakistan. Schools and their administration must share the opinions of the students regarding the use of visual aids that will be helpful in enhancing the learning process. Refresher courses, workshops and conferences may be arranged for the teachers for improving their skills of using audio visuals to the needs of the students. There is need for the Ministry of Education to mount periodic training sessions for teachers who are already in the field to be retrained on recent discovery regarding the use of teaching/learning resources.

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Sirait, Debora, Lolyta Damora Simbolon, Switamy Angnitha Purba e Ady Frenly Manulang. "Visual aids for support teachers in learning". ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 5, n. 2 (2 dicembre 2020): 182–84. http://dx.doi.org/10.32734/abdimastalenta.v5i2.4782.

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Learning media in general is a tool for teaching and learning. Everything that can be used to stimulate the thoughts, feelings, attention and abilities or skills of students so as to encourage the learning process. This limitation is quite broad and includes the understanding of resources, environment, people and methods used for learning / training purposes. Barriers to the use of teaching aids in supporting student interest in learning, obstacles include: conditioning students' attention to learning with teaching aids, teacher learning methods that tend to be less varied so that students are less enthusiastic in learning if the teacher is monotonous, the teaching aids available in schools are incomplete, making teaching aids in accordance with the material and student input is difficult, the minimum time to prepare learning with teaching aids.

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Nicole A., Cuenca, Janela, Malabanan, Gene Marie S., Periodica, Ariane May M., Retrita, Jenny May Q. e San Juan, Keiza U. "Quality of Visual Aids and The Engagement of Learners in the Teaching and Learning Process". Asian Journal of Education and Social Studies 50, n. 5 (22 aprile 2024): 489–94. http://dx.doi.org/10.9734/ajess/2024/v50i51378.

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The main purpose of the study was to determine the quality of visual aids and the engagement of learners inside the classroom. Descriptive quantitative research was designed to measure the quality of visual aids and the engagement of learners in the teaching and learning process, with 37 students under the grade 10 at Gov. Felicisimo T. San Luis Integrated Senior High School as respondent. A survey questionnaire through google forms was used to gather the needed data to find out the relationship between the quality of visual aids and the engagement of learners in the teaching and learning process. The questionnaire provided insight into the learners’ opinions and experiences with visual aids in English subjects. The researchers found out that there is a significant relationship between the quality of visual aids and the engagement of learners of grade 10 students at Gov. Felicisimo T. San Luis Integrated Senior High School. The researchers' recommendation was to focus on conducting more training and professional development for teachers. Schools can organize workshops, seminars, or training sessions to educate teachers on the use of visual aids. These are based on the results of the study, which show that the quality of visual aids highly relationship with the engagement of learners, as well as on the data gathered from the learners' perceptions and experiences of visual aids in English subjects.

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Aljubour, Ala, Medhat AbdElBaki, Omar El Meligy, Basma Al-Jabri e Heba Sabbagh. "Effect of Culturally Adapted Dental Visual Aids on Anxiety Levels in Children with Autism Spectrum Disorder: A Randomized Clinical Trial". Children 10, n. 6 (9 giugno 2023): 1040. http://dx.doi.org/10.3390/children10061040.

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Autism spectrum disorder (ASD) prevalence has risen dramatically in recent decades; it is now common for children with ASD to seek dental care. Because their distinct behavioral patterns prevent them from receiving dental care in a traditional dental clinic, structured dental visual aids are required to help prepare them for their dental appointment. This study aimed to test the effect of “culturally adapted dental visual aids” in decreasing anxiety levels during dental visits in children with autism spectrum disorder (ASD). A randomized, controlled, blinded clinical trial was performed. Sixty-four children with ASD ages 6–12 years were assigned randomly into test and control groups based on the type of dental visual aids they received. The test group received “culturally adapted dental visual aids” created especially for the study, and the control group received “regular dental visual aids”. Anxiety levels were assessed before and after using both dental visual aids. All data were processed using SPSS version 25.0. The test group had a significant decrease in anxiety levels compared to the control group (p < 0.001). The “culturally adapted dental visual aids” have effectively reduced anxiety levels in children with ASD during dental visits.

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Heap, Ian M., Larry C. Burrill, Steven A. Dewey e Gregory E. Macdonald. "Eradication of Noxious Visual Aids: Slides and Overheads That Work". Weed Technology 8, n. 3 (settembre 1994): 649–57. http://dx.doi.org/10.1017/s0890037x0003983x.

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Weed scientists regularly attend conferences, symposiums, and workshops to communicate with colleagues about their current weed research programs. Communication of research can be hindered by poor visual aids. Computer programs, film recorders, and color printers have greatly increased the ease of visual aid production but have also increased the opportunity to prepare incomprehensible presentations. The size of the text, the amount of information presented, and the contrast between the text color and background color are the most important factors that affect the legibility of visual aids. Text, tables, and graphs should be short, simple, and legible. Computers and film recorders are not essential to produce good visual aids. The greatest assets in the production of visual aids are common sense, familiarity with the production equipment, sufficient preparation time, and critical assessment of the visual aids well in advance of the presentation date.

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Ishizaka, Yukio. "Nature of Visual Aids to Navigation". JOURNAL OF THE ILLUMINATING ENGINEERING INSTITUTE OF JAPAN 76, n. 4 (1992): 200–208. http://dx.doi.org/10.2150/jieij1980.76.4_200.

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Toyofuku, Yoshinori. "Lights of Visual Aids for Navigation". Journal of the Visualization Society of Japan 18, Supplement1 (1998): 3–8. http://dx.doi.org/10.3154/jvs.18.supplement1_3.

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Helgeson, Margaret A. "Generating visual aids using a microcomputer". Immunohematology 4, n. 1 (2020): 1–4. http://dx.doi.org/10.21307/immunohematology-2019-1084.

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Lopez, Eleanor J. "The Art of Using Visual Aids". Nurse Practitioner 30 (2005): 15–16. http://dx.doi.org/10.1097/00006205-200500001-00007.

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Peli, E., A. R. Bowers, G. Luo e K. T. Zebehazy. "Assessing visual aids for night blindness". Journal of Vision 5, n. 12 (1 dicembre 2005): 23. http://dx.doi.org/10.1167/5.12.23.

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MILLS, RICHARD P. "Statistical Aids to Visual Field Interpretation". Journal of Ocular Pharmacology and Therapeutics 7, n. 1 (gennaio 1991): 89–95. http://dx.doi.org/10.1089/jop.1991.7.89.

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Frykholm, Peter. "Visual aids for pediatric airway management". Pediatric Anesthesia 30, n. 3 (marzo 2020): 371–74. http://dx.doi.org/10.1111/pan.13789.

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Ollikainen, Tommi. "Successful teaching using mathematical visual aids?" Lumat: International Journal of Math, Science and Technology Education 2, n. 1 (30 gennaio 2014): 3–4. http://dx.doi.org/10.31129/lumat.v2i1.1077.

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Garcia-Retamero, Rocio, e Edward T. Cokely. "Communicating Health Risks With Visual Aids". Current Directions in Psychological Science 22, n. 5 (25 settembre 2013): 392–99. http://dx.doi.org/10.1177/0963721413491570.

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Starr, John R. "And now for those visual aids!" Weather 53, n. 6 (giugno 1998): 196. http://dx.doi.org/10.1002/j.1477-8696.1998.tb06383.x.

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Tweedie, M. Gregory, e Roswita Dressler. "Visual Aids as Response Facilitators in Dialogue Journals". Language and Literacy 20, n. 2 (23 maggio 2018): 125–43. http://dx.doi.org/10.20360/langandlit29182.

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Dialogue journals are useful pedagogical tools for developing communicative written fluency. While instructors often respond to student writing by modeling, questioning and providing feedback, visual aids are also sometimes used to enhance communication. In this study, findings from an examination of 12 adult English Language Learners’ dialogue journals reveal that the instructor demonstrated an understanding of visual aids, which included instructor-drawn pictures and textual enhancements. Some students responded with hand-drawn pictures of their own and noted that visuals increased their interest in writing and helped them to understand unfamiliar topics. The use of instructor-drawn pictures and textual enhancements as a part of dialogue journals facilitates communication and strengthens the rapport-building for which dialogue journals are well-known.

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Sanjaya, I. Gede Heri, Ni Luh Putu Eka Sulistia Dewi e Anak Agung Gede Yudha Paramartha. "An Investigation of Teaching Aids Used by English Teachers in Teaching Vocabulary for Young Learners". Journal of Educational Study 2, n. 1 (15 febbraio 2022): 26–34. http://dx.doi.org/10.36663/joes.v1i2.227.

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This qualitative study aims at investigating the teaching aids used to teach vocabulary for young learners. The data were collected using questionnaires and interview to determine the kinds of teaching aids used to teach vocabulary, the challenges in implementing them, and how English teachers face these challenges. The data collected were analyzed qualitatively by referring to Miles & Huberman (1994). The results show that the dominant type of teaching aids used by the English teachers to teach English to the young learners is audio-visual which is a combination of visual and audio aids was seldomly used by the teachers. According to the interview, the teachers felt that students were more engaged by visuals and audiovisuals because teachers can place interesting decorations to guide the students; for example, a student's favorite cartoon character or animal. The result of the interview also showed that the teachers found challenges in implementing the teaching aids, namely (a) time consuming (b) quality of teaching aids (c) technical difficulties. To face the challenges, teachers usually consider alternatives that are equivalent to the media that should have been used, allocated time, and also skills in operating electronic to implement the teaching aids.

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Retno Wiyati e Feni Marlina. "TEACHERS’ PERCEPTION TOWARDS THE USE OF VISUAL LEARNING AIDS IN EFL CLASSROOM". JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 3, n. 1 (1 aprile 2021): 14–25. http://dx.doi.org/10.37742/jela.v3i1.37.

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This study was aimed at describing the kind of visual learning aids used by teachers and teachers’ perception towards the use of visual learning aids in EFL classroom. This study was a descriptive study. There were questionnaire and interview as data collecting technique in this study. The participants were three English teachers. The findings showed that teachers used several kinds of visual learning aids in their teaching and learning process, there were blackboard, textbook, real object, picture file, chart, pocket chart, flash card, word card, number card, projector, and slideshow. Furthermore, teachers gave positive feedback 53.33% towards the use of visual learning aids in EFL classroom. The use of visual learning aids assisted teachers in conducting teaching and learning process and also assisted teachers in managing teachers’ time both in preparing the lesson and during the lesson. To conclude, teachers used several kinds of visual learning aids in assisting them to conduct a better learning situation and provide well management time in preparing the lesson and during the lesson.

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K, Susnawati, Marhaeni A.A.I.N e Ramendra D.P. "The Effect of Language Games with Audio Visual Aids on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School". Journal of Education Research and Evaluation 3, n. 3 (30 novembre 2019): 185. http://dx.doi.org/10.23887/jere.v3i3.21861.

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Study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

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Susnawati, Kadek, e Marhaeni A.A.I.N. "The Effect of Language Games with Audio Visual AIDS on Students’ Speaking Competence at Fourth Graders of Tunas Daud Elementary School". Journal of Education Research and Evaluation 4, n. 1 (12 marzo 2020): 73. http://dx.doi.org/10.23887/jere.v4i1.21725.

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This study aimed to determine the effect of language games with audio visual aids on students' speaking competence at fourth grade students of Tunas Daud elementary school and to describe the implementation of language games with audio visual aids on students’ speaking competence. The design used in this research was a mixed method design. It was explanatory design since this research was started with quantitative design (experimental design with post test only control design) followed by qualitative design. The samples were 62 students; 31 students of the experimental group and 31 students of the control group of fourth grade Tunas Daud elementary students. The data were collected by using speaking competence test and analyzed by IBM SPSS 22 with independent t-test. The data were also collected through an observation sheet for observing the implementation of the language games with audio visual aids. The results showed there was a significant effect of the language games with audio visual aids on students' speaking competence in which the mean score of the students who were taught by using language games with audio visual aids is better than the students who were taught without language games with audio visual aids. For the implementation of the language games with audio visual aids, it can be seen that the implementation of the language games with audio visual aids were done in a very good way. The games was suitable for the students since it could give good impacts for the students. The students are active and confident to speak.

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Haroon, Esanossi Mohamed. "Effectiveness of Audio-Visual Aids in Teaching English as a Foreign Language at the University Level". Journal of Human Sciences 22, n. 2 (12 dicembre 2023): 65–72. http://dx.doi.org/10.51984/johs.v22i2.2827.

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The purpose of this study is to investigate to what extent the widespread use of audio-visual aids with Libyan EFL university instructors. Also, it is to examine how such audio-visual aids are appropriate to Arabic-speaking Libyan undergraduate students specializing in the English language as to be teachers of English after graduation. A combination of quantitative and qualitative approaches for collecting data was followed. The quantitative approach was based on a closed-ended questionnaire to check Libyan EFL university instructors’ opinions towards using audio-visual aids within the class whereas the qualitative approach was based on observations to notice the effectiveness of audio-visual aids in the class. Thirty four Libyan EFL university instructors participated in filling in the questionnaire sent via personal e-mails and Facebook messenger. This was followed by twenty four undergraduate students at Tripoli University (Faculty of Education – Department of English) who were observed while attending lectures on Listening and Speaking. The obtained results of the study showed how audio-visual aids had a strong effect on students' interaction. The implications of this study suggest that Libyan EFL university instructors have to consider audio-visual aids as a means to motivate students’ interactions. They are highly recommended to focus on the integration of audio-visual aids in teaching foreign languages.

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Tursunmuratovich, Sobirov Sarvar, e Sobirov Hasan Tursunmurtovich. "DEVELOPMENT OF STUDENT’S ARTISTIC THINKING THROUGH THE USE OF VISUAL AIDS IN PAINTING LESSONS FROM NATURE". CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 04, n. 05 (1 maggio 2023): 68–73. http://dx.doi.org/10.37547/philological-crjps-04-05-14.

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In the article, the specific features of using visual aids in drawing lessons from nature, the development of imagination and thinking in students during the study of visual aids in groups, the development of imagination and thinking through comparison and comparison of everything around us and it was stated that in the development of student’s imagination and thinking, in the perception of existence, in the formation of the ability to describe, the use of visual aids and the creation of pictures based on the object itself are of great importance.

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Lee, Katherine, e Dan Nathan-Roberts. "Using Visual Aids to Supplement Medical Instructions, Health Education, and Medical Device Instructions". Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 10, n. 1 (giugno 2021): 257–62. http://dx.doi.org/10.1177/2327857921101190.

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Objective: To review the effects of visual aids on adherence, comprehension, and recall when used to supplement written or spoken information in medical instructions, health education, and medical device instructions and the effects on patients with low literacy levels. Method: Review of studies from medical instructions, health education, and medical device instructions to measure adherence, comprehension, and recall of written or spoken instructions, with or without visual aids. Results: The addition of visual aids to written or spoken instructions can positively impact adherence, comprehension, and recall, which can lead to better patient outcomes. Simpler, larger, quantitative, regional, and reinforcing visual aids provided the largest improvements, especially with patients with low literacy.

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Somantri, Ucu Wandi, E. Egriana Handayani, Cory Novi e Lambang Satria Himmawan. "Pengaruh Penyuluhan dengan Media Elektronik Terhadap Tingkat Pengetahuan dan Sikap Siswa Tentang HIV/AIDS di Sma Mathla’ul Anwar Kabupaten Pandeglang". Malahayati Nursing Journal 5, n. 11 (1 novembre 2023): 3935–42. http://dx.doi.org/10.33024/mnj.v5i11.9714.

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ABSTRACT HIV/AIDS in adolescents remains a major problem with implications for adolescent health. Increased sexual activity among adolescents leads to HIV/AIDS due to lack of knowledge about HIV/AIDS. Objective: To determine the effect of electronic media counseling on the level of knowledge and attitudes of HIV/AIDS in students of Mathla'ul Anwar High School, Pandeglang Regency. To determine the effect of electronic media counseling on the level of knowledge and attitudes of HIV/AIDS in students of Mathla'ul Anwar High School, Pandeglang Regency. Type of quantitative research, pre-test and post-test. The sample for this study was 172 respondents. Analysis of univariate and bivariate data using t-test correlation analysis. Based on bivariate results, the study found that audio counseling had a significant effect on the level of HIV/AIDS knowledge of p-value students (0.0005), audio-visual guidance had a significant effect on students' HIV/AIDS knowledge with p value (0.0005), audio-visual counseling had a significant effect on students' attitudes towards HIV/AIDS with p value (0.0005) and there was a significant effect on HIV/AIDS students p-value (0.0005) for the effect of counseling on attitudes Audiovisual. There is an influence of counseling with audio media on the level of student knowledge about HIV/Aids, There is an influence of audio-visual counseling on students' AIDS knowledge level, there is an influence of audio counseling on students' attitudes towards HIV/AIDS, and there is an audiovisual influence on students' attitudes towards HIV/AIDS. Keywords : HIV/AIDS, Counseling, Electronic Media ABSTRAK HIV/AIDS pada remaja tetap menjadi masalah besar yang berimplikasi pada kesehatan remaja. Meningkatnya aktivitas seksual di kalangan remaja mengarah pada HIV/AIDS karena kurangnya pengetahuan tentang HIV/AIDS. Untuk mengetahui pengaruh penyuluhan media elektronik terhadap tingkat pengetahuan dan sikap HIV/AIDS pada siswa SMA Mathla'ul Anwar Kabupaten Pandeglang. Jenis penelitian kuantitatif, pre-test and post-test. Sampel untuk penelitian ini adalah 172 responden. Analisis data univariat dan bivariat menggunakan analisis korelasi uji-t. Berdasarkan hasil bivariat, penelitian menemukan bahwa konseling audio berpengaruh signifikan terhadap tingkat pengetahuan HIV/AIDS siswa p-value (0,0005), Bimbingan audio visual berpengaruh signifikan terhadap pengetahuan HIV/AIDS siswa dengan p value (0,0005), penyuluhan audio visual berpengaruh signifikan terhadap sikap siswa terhadap HIV/AIDS dengan p value (0,0005) dan ada ada pengaruh yang signifikan pada siswa HIV/AIDS p-value (0,0005) untuk pengaruh penyuluhan terhadap sikap audiovisual. Ada pengaruh penyuluhan dengan media audio terhadap tingkat pengetahuan siswa tentang HIV/Aids, Ada pengaruh penyuluhan audio visual terhadap tingkat pengetahuan AIDS siswa, ada pengaruh penyuluhan audio terhadap sikap siswa terhadap HIV/AIDS, dan ada pengaruh audiovisual terhadap sikap siswa terhadap HIV/AIDS. Kata Kunci : HIV/AIDS, Penyuluhan, Media Elektronik

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Ni Putu Intan Bidari e Made Vera Yanti. "VISUAL AIDS FOR TEACHING ENGLISH TO STUDENTS WITH AUTISM SPECTRUM DISORDER". JETA (Journal of English Teaching and Applied Linguistic) 2, n. 1 (21 giugno 2021): 24–37. http://dx.doi.org/10.52217/jeta.v2i1.641.

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English is a language that is used by people around the world. Hence, it is necessary for everyone to learn it, including the students with special needs. This study aims to review the use of visual aids in teaching English for students with special needs, especially Autism Spectrum Disorder. The study is a library study that focuses on collecting theoretical and empirical studies about the use of visual aids in teaching students with ASD. Autism Spectrum Disorder is a neurological disorder that affects the function of the human brain. Visual aids are the tools or devices that are shown by the teacher in the classroom to help students understanding the learning materials. The study finds that the use of visual aids is effective for teaching English to students with Autism Spectrum Disorder. Therefore, teachers should consider using visual aids in teaching autistic students. This study is expected to give insightful information in educational fields.

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Ellison, Stacey. "Do a Visual Presentation". EDIS 2015, n. 5 (5 agosto 2015): 4. http://dx.doi.org/10.32473/edis-4h163-2015.

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A visual presentation, either a demonstration or an illustrated talk, is a teaching method in which the presenter shares information with an audience with the assistance of visual aids such as posters, models, and computer presentation software. This 4-page fact sheet covers the method of delivery, the plan, the visuals, how to look sharp and to have a sharp presentation. Written by Stacey Ellison, and published by the UF Department of 4-H Youth Development, June 2015. 4HGCO59/4H163: Do a Visual Presentation (ufl.edu)

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Ibrahim, Wan Nur Amirah, e Nurul Syuhadah Razif. "The Etiology and Pattern of Low Vision Patients in UiTM". HEALTH AND WELLNESS II 18, s15 (10 ottobre 2022): 233–39. http://dx.doi.org/10.47836/mjmhs.18.s15.32.

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Introduction: Rehabilitation services for low vision patients are important to provide training of residual vision. This study reviewed the causes of visual impairment and low vision aids prescribed at the UiTM Low Vision Clinic. This study also assessed their visual improvement after prescribing low vision aids. Methods: A retrospective study was conducted at the UiTM Low Vision Clinic from January 2016 to January 2022. Results: A total of 113 low vision patients aged between 7 and 88 years old, with a mean age of 49.17±23.06 years old, were involved in this study. Half of the patients had visual acuity of less than 6/18 and is classified as moderate visual impairment. The leading causes of visual impairment were cataracts (61.1%), diabetic retinopathy (5.6%), chorioretinitis (5.6%), Leber’s Hereditary Optic Neuropathy (5.6%), Ocular Albinism (5.6%), Retinitis Pigmentosa (5.6%), nystagmus (5.6%), and keratoconus (5.6%). Less than half of the patients were prescribed low vision aids (44.4%), and the remaining patients (55.6%) were referred to an ophthalmologist. Post-intervention, 87.5% of patients showed improvement in visual acuity with low vision aids. Conclusion: Cataract is the leading cause of visual impairments in the UiTM Low Vision Clinic. The improvement in visual acuity can be seen in a majority of the patients prescribed with low vision aids. Hence, low vision aids are beneficial for low vision patients to improve their quality of life, especially in performing daily tasks.

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Kumar, Narendra. "Visual rehabilitation in India". Optician 2018, n. 8 (agosto 2018): 182026–1. http://dx.doi.org/10.12968/opti.2018.8.182026.

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