[{"data":1,"prerenderedAt":78},["ShallowReactive",2],{"article:the-design-of-ancillary-graphic-representations-of-motion-for-instructional-purposes":3},{"success":4,"article":5,"request":75},true,{"parent":6,"langs":7,"_id":10,"contributors":11,"typeData":20,"data":65,"slugs":73,"slug":74},"1c7b273e-f07d-460b-a89f-47ffe8ea1d13",[8,9],"primary","secondary","0b2ea75a-4cd3-4977-ac5f-496973feded1",[12,16],{"lastName":13,"name":14,"_id":15},"De Souza","José Marconi Bezerra","7c0f9a44-cdb5-406c-84dc-6144a1b9e8bd",{"lastName":17,"name":18,"_id":19},"Lima","Ricardo Cunha","5861b30d-a199-464e-8f04-d9447b5d73fb",{"startPage":21,"references":22,"endPage":62,"track":63,"has_file":4,"doi":64},3546,[23,26,29,32,35,38,41,44,47,50,53,56,59],{"id":24,"label":25},"d589db65-fe35-431e-bd2f-b279a1234c98","\u003Cp>AGARWALA, Aseem; McNAMARA, Antoine. Visualizing human motion in video. University of Washington, 2006. \u003Chttp://www.cs.washington.edu/homes/antoine/videoVis/>.\u003C/p>",{"id":27,"label":28},"a9b7d8db-c881-4df3-9cc8-1791e12cef74","\u003Cp>BOLING, Elizabeth; ECCARIUS, Malinda; SMITH, Kennon; FRICK, Ted. Instructional illustrations: intended meanings and learner interpretations. \u003Cstrong>Journal of Visual Literacy\u003C/strong>, Vol. 24, no. 2, p. 185-204, 2004.\u003C/p>",{"id":30,"label":31},"88bd415f-e27f-4959-8857-cd59ae9cb1de","\u003Cp>BRAUN, Marta. \u003Cstrong>Picturing time: the work of Etienne-Jules Marey\u003C/strong>. Chicago, USA: The University of Chicago Press, 1992.\u003C/p>",{"id":33,"label":34},"b5113c88-c40b-4979-9bd5-1d07d5be3130","\u003Cp>BOWMAN, William J.. \u003Cstrong>Graphic communication\u003C/strong>. New York, USA: Wiley, 1968.\u003C/p>",{"id":36,"label":37},"47715d89-0b24-4384-84f8-508a6529f738","\u003Cp>HEISER, Julie; TVERSKY, Barbara. Arrows in Comprehending and Producing Mechanical Diagrams. \u003Cstrong>Cognitive Science. A Multidisciplinary Journal\u003C/strong>, Vol. 30, no. 3, p. 581-592, 2006.\u003C/p>",{"id":39,"label":40},"af9d677f-8fa7-40fe-97b4-52af9b5adb0c","\u003Cp>KRULL, Robert; SHARP, Michael. Visual verbs: Using arrows to depict the direction of actions in procedural illustrations. \u003Cstrong>Information Design Journal\u003C/strong>, Vol. 14, no. 3, p. 189-198, 2006.\u003C/p>",{"id":42,"label":43},"080cb7fd-65fc-4e9a-8acc-552db6348c9e","\u003Cp>KRULL, Robert; EVANS, Jill. Illustrations for procedural instructions for non-rectilinear objects. In: \u003Cstrong>International Professional Communication Conference\u003C/strong>, 2006. IEEE. New York, USA: IEEE, 2006. p. 256-261.\u003C/p>",{"id":45,"label":46},"4e6ceb50-a170-424f-84af-3bc068bb3c33","\u003Cp>LOWE, Richard; PRAMONO, Harto. Using graphics to support comprehension of dynamic information in texts. \u003Cstrong>Information Design Journal\u003C/strong>, Vol. 14, no. 1, p. 22-34, 2006.\u003C/p>",{"id":48,"label":49},"bc35ae67-3988-402a-84ee-2cc170062db8","\u003Cp>MASUCH, Maic; SCHLECHTWEG, Stefan; SCHULZ, Ronny. Speedlines: depicting motion in motionless pictures. In: \u003Cstrong>International Conference on Computer Graphics and Interactive Techniques - ACM SIGGRAPH 99\u003C/strong>, 1999. Jodi Giroux, Anne Richardson and Jill Smolin (eds.). Los Angeles, California, USA: ACM Press, 1999. p. 277.\u003C/p>",{"id":51,"label":52},"c22ecf47-1b27-43d2-b575-400ce7edb490","\u003Cp>McCLOUD, Scott. \u003Cstrong>Understanding comics: the invisible art\u003C/strong>. New York, USA: Harper Collins, 1993.\u003C/p>",{"id":54,"label":55},"7f3ef6fb-4830-4889-b6f7-33a03bc2fdfd","\u003Cp>SOUZA, José Marconi Bezerra de; DYSON, Mary. A reanimated demonstrations the clearest and most comfortable way to communicate on-screen instructions? \u003Cstrong>Information Design Journal\u003C/strong>, Vol. 16, no. 2, p. 107-124, 2008.\u003C/p>",{"id":57,"label":58},"cbcff0b9-0ad4-4528-8e5a-9157bd467192","\u003Cp>SZLINCHCINSKI, K. P. The syntax of pictorial instructions. In: \u003Cstrong>Processing of Visible Language 2 NATO Conference series - III Human Factors\u003C/strong>, 1979. Paul A. Kolers, Merald E. Wrolstad and Herman Bouma (eds.). Niagara-on-the Lake, Ontario, Canada: Plenun Press, 1979. p. 113-124.\u003C/p>",{"id":60,"label":61},"2a90be6c-26af-4e99-8db4-ccc2681ea31e","\u003Cp>TVERSKY, Barbara; ZACKS, Jeff; LEE, Paul U.; HEISER, Julie. Lines, blobs, crosses and arrows: diagrammatic communication with schematic figures. In: \u003Cstrong>Proceedings of the First International Conference on Theory and Application of Diagrams\u003C/strong>, 2000. M. Anderson, P. Cheng and V. Haarslev (eds.). London, UK: Springer-Verlag, 2000. p. 221-230.\u003C/p>",3558,"uwzsjq","",{"primary":66,"secondary":70},{"keywords":67,"excerpt":68,"title":69},"\u003Cp>instruções, representação de movimento, linguagem gráfica\u003C/p>","Pesquisas empíricas indicam que algumas imagens de instantes do movimento são por si ambíguas e, portanto, se faz necessário acrescentar recursos gráficos para aumentar sua clareza. Estes recursos são componentes gráficos adicionados a imagens (e.g. uma seta desenhada numa fotografia) que servem para ajudar o observador a identificar mais facilmente quais propriedades do movimento (i.e. trajetória, deslocamento e direção) estão sendo representadas. Além da função esclarecedora, recursos gráficos também podem ser usados para tornar propriedades de movimento visualmente salientes e mais expressivas. Neste artigo serão discutidos três recursos básicos: setas, linhas dinâmicas e múltiplos sobrepostos. Esta revisão pode ser usada como fonte de consulta para designers da informação que trabalham com materiais de treinamento e educação e que, portanto, desejam conhecer quais são os procedimentos mais eficazes na comunicação de movimento.","O Design de Gráficos Auxiliares na Representação de Movimento para Fins Instrucionais",{"keywords":64,"excerpt":71,"title":72},"Empirical research indicates that some images of instants of motion are ambiguous and therefore it is necessary to use graphic means to improve its clarity. These resources are graphic ancillary representations added to images (eg. an arrow drawn on a photograph), to help the viewer to identify more easily which properties of motion (ie. trajectory, movement and direction) are being represented. In addition to clarifying function, graphics can also be used to make properties of motion visually salient and more expressive.","The Design of Ancillary Graphic Representations of Motion for Instructional Purposes",[74],"the-design-of-ancillary-graphic-representations-of-motion-for-instructional-purposes",{"target":76,"query":77},"articles/get",{"slug":74},1780316034292]