The Effect of the Visual Stimulus on During Rest About Online Learning

Ryusei Anzai, Wonseok Yang
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Abstract

Online learning is spreading rapidly in the field of education with the development of ICT. Online methods are no need to spend time moving and is expected to improve learning effectiveness, but it is more tiring on the physical exhaustion and difficult to maintain concentration for a long time than in-person classes. For those reasons, it is crucial to take appropriate rest in the Physical and mental aspects and recommence learning smoothly. According to Matsui et al.'s research, the faster the visual stimulus is presented, the more humans tend to overestimate the time, which indicates that there is a correlation between visual stimulus and cognitive sense. Thus, we thought it would be possible to provide rest with a high relaxation effect by giving the learner a visual stimulus during the rest time of online learning. In this research, we investigate human’s Kansei to visual stimuli during breaks in online learning. Based on the results, the aim is to propose a resting method with a high relaxation effect. Firstly, we conducted a short-term experiment on how to display the remaining time during the rest time of online learning over a period of 4 days. The results showed that the abstract display of the remaining time was more relaxing than the concrete display. Secondly, we evaluated learners' impressions of visual stimuli during the rest time in online learning, focusing on animation. The results showed that constant, easing, steps, and coming and going animation have different impressions. We found that constant animation tended to have an impression of calmness and stability. We also found that easing animation was average in various senses and that ease-in animation was more likely to have an impression of a distraction than ease-out animation. The steps animation tended to cause psychological anxiety due to its coarseness and roughness. Furthermore, We discovered that coming and going animation was more likely to cause dynamic or flashy impressions. Based on these survey results, we proposed a resting method with a high relaxation effect. Specifically, we proposed a method to abstract the display of the break time and present the animation according to the purpose of the rest. For cooling down, it is better to use constant animation that gives a sense of calmness and stability. For raising the learners' feelings, it is better to use coming and going animation, which tends to be dynamic and stimulating. Other than that, easing animation, which has less emotional change, is considered to be effective. Thus, providing abstract visual stimuli and changing the animation depending on the type of the rest may be effective in helping learners to relax.
视觉刺激对休息时在线学习的影响
随着信息通信技术的发展,在线学习在教育领域迅速普及。在线方法不需要花费时间移动,有望提高学习效果,但与面对面的课程相比,它更累人的体力消耗和难以长时间保持专注。由于这些原因,在身体和精神方面得到适当的休息,顺利地重新开始学习是至关重要的。根据Matsui等人的研究,视觉刺激呈现的速度越快,人们越容易高估时间,这表明视觉刺激与认知感觉之间存在相关性。因此,我们认为可以通过在在线学习的休息时间给予学习者视觉刺激来提供具有高度放松效果的休息。在这项研究中,我们调查了人类在在线学习休息时对视觉刺激的感性。基于这些结果,我们的目标是提出一种具有高度放松效果的休息方法。首先,我们进行了为期4天的短期实验,研究如何在在线学习的休息时间显示剩余时间。结果表明,剩余时间的抽象显示比具体显示更令人放松。其次,我们评估了学习者在在线学习的休息时间对视觉刺激的印象,重点是动画。结果表明,恒动、缓动、步动、来去动画给人的印象不同。我们发现,持续的动画往往给人一种平静和稳定的印象。我们还发现,放松动画在各种意义上都是平均的,放松动画比放松动画更容易给人一种分心的印象。台阶动画因其粗糙、粗糙,容易引起心理焦虑。此外,我们发现来来去去的动画更有可能给人留下动态或浮华的印象。基于这些调查结果,我们提出了一种具有高放松效果的休息方法。具体来说,我们提出了一种将休息时间的显示抽象出来,并根据休息的目的来呈现动画的方法。为了冷却下来,最好使用持续的动画,给人一种平静和稳定的感觉。为了提高学习者的感受,最好使用来去动画,这种动画往往是动态的,刺激的。除此之外,情绪变化较少的缓和动画被认为是有效的。因此,提供抽象的视觉刺激并根据休息的类型改变动画可能有助于学习者放松。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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