This paper deals with the development of graphic linguistics. Computer Graphics is a versatile logical analysis tool with a graphical representation of the subject area. It is suggested to develop graphic thinking that helps to present, formulate and understand logical statements. To implement the language, a software interpreter was created that allows to quickly generate video files using a basic set of parallel statements: COLOR (), LINE (), ELLIPSE (), RECTANGLE (), TEXT (), PICTURE (), BITBLT (), ROTATE (), SHIFT (), WAIT (), IF () GOTO (), SOUND(). Each operator has variable parameters that detail the animation, such as the start and end coordinates, the start and end transparency, the color distribution, the resizing, and the number of frames in each animation. Parallel animations are bracketed {...}. With SOUND () soundtrack can be corrected . The GUI helps to model and adjust the animation program. It is suggested to develop training animations using standard routines that demonstrate the concepts of systems theory: "feedback", "action", "sensor", "situation", "tool", "resource", "property", "environment", "goal", "process", "obstacle", and "stimulant".
The phenomenon of linguistics is that any process or system can be described by ordinary sentences. The formulation of thought through language has raised thinking not only to the abstract but also to the collective level. But language can be not only oral or written - it can also be graphic. For modern science, it is important not only to formulate a thought correctly, but also to effectively and quickly explain it and convey it to "consumers" in a versatile, reproducible form in which it would not lose its authorship and not be distorted. The systematization and ordering of linguistic constructions makes it possible to convey logical content more precisely through sentences and to better understand the interlocutor. An unambiguous understanding of the content is important for artificial computer languages. People need new linguistic tools to help them explain to a computer more accurately what its tasks are, with the precision of nuances that require an understanding of the work being done.
The development of linguistic science is also important for many scientific fields,
ranging from genetic engineering (DNA can be regarded as a coded system with
which certain meaningful operations at the level of character substitution rules can be
performed) to the design of abstract systems using logical statements. Formation of
the world picture in the form of signs is not yet complete, because in nature there are
many phenomena that are only understood on an intuitive level and are waiting for
clarification [
If you begin to describe any incomprehensible entity with words that denote
elements of that entity, the relationships between them, their properties, their
composition, etc., then the essence becomes simple and clear. Moreover, if you compare this
description with the description of another well-known system, then you can interpret
all the features of the known system for the unknown, and thus to understand the
unknown nature [
For computer science, linguistic studies are also important in that they try to
represent in a symbolic form such spheres of life that are still unclear to the computer. The
term "computer" should be understood as a complex technical system that allows you
to draw formal conclusions based on the rules of interpretation in a given information
environment. An important area of linguistics that can already be programmed on a
computer but not yet systematized or formalized is graphical linguistics [
For quality education, it is necessary to use tools for clear formulation of thoughts and
their presentation in schematic and graphical form. Video files are the most
convenient and easy to learn. They provide maximum visibility for the presentation of the
material, are easily distributed, and can be played on any device that has a screen.
Video files contain more information than regular text, and, at the same time, allow
focusing on the main topic and avoiding unnecessary information. You can make the
assumption that educational information is better presented in hypertext (HTML), that
is, to use in the text drawings, sound, video, algorithmic models, 3D models, links to
other pages, comments - all that modern hypertext technology allows. The language
HTML [
Society is trying to approximate as much as possible the external ways of presenting knowledge and rules to the internal perceptions with which the brain directly operates and applies its internal logic of analysis. Learning becomes easier and more effective when you use the internal notion that the brain uses in analysis. For this it is necessary to find the notion system, which is inherent to the human nature from childhood.
The internal notion system creates a specialized language. There have been
attempts to create universal languages for solving problems. For example, the system
analysis language UML [
Human thinking is based on associations, that is, on the principle of transferring the characteristics of one phenomenon to another, and therefore a universal sign system should be built on associations. Searching for information by a person is also associative, that is, the search process is not looking for data, but it searches the assumptions that should be applied to found data to solve the problem. That is why the specialized language for making educational videos should be based on the associative principles.
In other words, it is easier to explain how the system works by means associations. Why is it necessary to choose a movie technology for specialized language development? Because the invention of video technology to transmit diverse and multichannel information has been proved to be very successful. These technologies continue to evolve further to enhance the presence effect. Video technology is different from other ways of transmitting information that it completely captures the mind of the user. When the movie is over, the viewer remembers it as a lived-in reality.
Therefore, film-based learning is remembered better and brighter. In this regard, there is need for software products that allow quickly, simply and as more realistically present any logical conception or educational material in the form of a video.
The question remains: how in the best way to create a video - using a dialog interface or using a specialized video language? The logic of solving the current task by means of software defines any dialog interface that can be proposed for that software. That is, the interface is only a graphical representation of the logic of communication with the software. Thus, always the main point is logic for solving task and language representing it, in particular - the logic of analogies through animations.
This specialized language is intended to graphically interpret the complex logical concepts and their relationships that the instructional video tells. This allows us to raise our understanding to a higher level, since clearly understood graphical representations are involved in this learning process.
We can say that logic uses graphical analogies that the brain uses in presenting
situations and analyzing them, for example: part of an object, an important feature of an
object, a connection of objects, a sequence of elements or actions, synchronous
operation, conditional distance, dynamic structure, effects on the system, accumulation of
something, lack of something. The language offered consists of functions and
variables for generating clearly understood animated images that can be used as an analogy
in explaining complex concepts. Of course, all images have text and audio cues. The
result of a program in this language is a regular video file. Similar video creation
programs do not have such sets of animations that can be clearly understood and
logically interpreted. Rather, they aim to surprise the viewer. In addition, no software
product offered the animation language to the user but relied on a dialog interface,
sometimes very complex and confusing [
Now, a few words about the technology of developing instructional videos. The
suggested language is used to write the educational film script. Before creating the
script, you need to apply a systematic analysis of the problems that the film will
discuss. The methodology of system analysis has been refined and modified [
This technology allows to: - avoid disputes in the presentation of educational material; - select the optimal sequence of information; - choose the most appropriate graphic analogies for the presentation of material.
Thus, the logic of representing any entity in a dynamic form helps to draw conclusions about that entity. That is, an entity analysis can also be represented by graphical notion.
We believe that in the near future, research into improving video formats will be intensively developed. The standard video file may include additional data, which will include text, tables, algorithms, 3D models, mathematical formulas, logical statements, compressed contents of previous frames, links to Internet resources, links to other video fragments, tags, comments, support for the blind, and other important information. The new video data format will entail new ideas for intelligent processing and editing. 3
The idea of using graphic symbols in linguistics has emerged a long time ago [
For mutual understanding between computer and human, linguistic constructions can be built on the principles of systems theory, which can represent just everything. Systems theory is based on such basic concepts as "control", "action", "actuator", "sensor", "feedback", "situation", "resource", "function", "tool", "property", "environment", "purpose", "process", "obstacle", "stimulant", and minor, which can generally be called "parameters" or "refinements" of the specified concepts in the form of numbers. In order to understand your computer's linguistic constructions, you need to break them down into interacting parts and find out what they are. This way of using the conceptual basis of systems theory for linguistic constructions makes it possible to describe and understand anything more precisely.
When describing medical systems, for example, to describe the disease, you have also to use such concepts as etiology, pathogenesis, symptom, active substance, side effect, etc. Other abstractions, such as profit, efficiency, ownership, defendant, heir, etc., must be introduced to describe economic and legal systems. The interpretation of graphical notation in these systems will be somewhat different.
For the development of graphic linguistics, which should theoretically take
precedence over language in terms of clarity, it is necessary to develop the unambiguous
and understandable presentation of such interactions as cause-effect, part-whole,
feature-property and others [
Each animation can be created by changing the coordinates, sizes, transparency, color, as well as the sequence of coloring of standard figures and lines. Appropriate animated text should be added in parallel. Thus, for each type of animation, a specific understanding arises depending on the context in which the animation takes place. In this way it is possible to explain rather complicated things, which words could not describe so vividly.
The animation script of explanation-type is a logically linked sequence of
assumptions, statements and conclusions presented in symbolic form [
Let's illustrate this with an example. Medical students study groups of drugs that produce both therapeutic and side effects. It is necessary to build logical links between therapeutic and side effects, and on this basis to determine the treatment strategy for each individual patient in which the benefits of treatment will outweigh the potential risks. Here is an example of a chain of logical inference that aims to choose the most adequate drug. To understand what is happening to the patient, it is necessary to make a prediction of his condition to the assumption that he will not be treated at all. In order to determine the prognosis of this condition, it is necessary to know how the disease develops, if left untreated, and what complications may result from it. In order to do this, one has to know the peculiarities of the etiology and pathogenesis of the disease in an average organism. In order to determine the characteristics of the body of a particular patient, it is necessary to compare the theoretically possible state of the average patient with that of the particular patient and to identify the most probable directions of the disease progression. After this, it is necessary to make assumptions about the causes of accelerated development of the disease in certain directions. Once assumptions are made about the characteristics of a particular patient's body, they must be tested or refuted by a number of specific laboratory tests. Having concluded the critical condition of a particular organ or tissue, or group of cells, or the relationship between cells, or a chemical that is involved in the etiology and pathogenesis of the disease, the physician chooses the drug that will provide specific mechanisms to combat the disease, affects certain links of etiology, pathogenesis of the disease, relieves its symptoms. Each drug has side effects that should not harm the body more than the disease. After adequate selection of the drug for the treatment of the patient, it is necessary to determine the dose, dosage form and route of administration, which ensure delivery of the active substance to the site of pathological process and achievement of therapeutic concentration there. In order to teach students how to prescribe drugs correctly, it is necessary to transfer knowledge to them in the form of rules for analyzing patient data, rules for predicting the development of the disease, as well as knowledge about the mechanisms of action of basic drug substances that are included into the medication.
Based on knowledge of drugs mechanisms of action, it is necessary to explain how to determine the therapeutic and adverse effects for each group of chemicals. Among the side effects, students should learn how to identify those that are a direct consequence of a specific mechanism of action, and therefore an inherent part of their pharmacological activity. Understanding this will help to identify measures to prevent the development of serious complications of pharmacotherapy. If there are some uncertainties in the treatment strategy or in the dosage of the drug, it is necessary to learn what laboratory tests are needed to eliminate these uncertainties. Knowledge can be transmitted both in terms of linguistic and graphic statements. The graphical representation of affirmations is more informative than the information that is presented in words. In order to formulate all the nuances of a side-effect, it will take a large amount of texts that cannot be memorized by the average student. If the same text is presented as a diagram with animated elements, then the same student will remember it as a system of concepts that interact and influence each other. According to Freud's theory of perception, such information will be remembered even better if it is associated with certain emotions.
Animations of question-type use a question mark and possible alternatives to answer the question. They raise the interest of the observer, and each item is accompanied by animation: How does a living cell choose the one that is needed at the moment from the set of chemical reactions? How does life organization work? By means of symbolic encoding, living organisms conserve and repeatedly reproduce the synthesis sequences of more complex chemicals that have resulted in a positive effect. The essence for which the positive effect was intended is responsible for preservation and restoration this information. If it does not save this information, the purposeful and organized process of life will turn into chaos. Chaos will also arise if the system ceases to distinguish the positive effect from the negative, and thus loses the purpose of preserving positive information.
In the linguistic description of any field, sooner or later, numbers will have to be used. Understanding the number is very important, especially for prescribing dosages. To explain the dosage, it is necessary to make an animation that compares something, and symbolically shows what happens if too low or too high doses are used. It is possible to convert a static image to a dynamic image by means of cyclic redrawing, in which the coordinates of the lines are changed, as well as the colors and transparency of the drawn elements.
Any language is a means of formulating statements. The statements of this language describe the animations of lines, drawings and inscriptions. Using it creation of training videos and presentations is possible. To create an effective training video, it is necessary first to define the problem, structure it, then identify the influential factors to solve it, identify the actions, the sequence of their application, describe possible and probable errors, and describe how to correct them. 5
The first step of the educational video is to clarify the problem. In order to explain the problem, it is necessary to describe some essence and its relations, and then it is necessary to formulate with the help of the video the purpose of training. Entities can be marked with rectangles, ellipses, or drawings. Animation requires special operators: "RECTANGLE", "ELLIPSE", and "PICTURE". There is a "TEXT" statement to output the captions. Entity links can be marked with arrows. We will use the "LINE" operator to output the arrows and lines. The animation method of each component also provides some information about the entity that the selected component expresses. One of the frames of the training video is represented on the Fig.1. The lines of different types demonstrate different logical links between elements.
For example, an unpainted ellipse can be used to indicate important elements that
need to be addressed, and colored elements are internal components of the system that
are not subject to detail. Non-colored rectangle - fragments of the picture that will be
further detailed, colored rectangles - parts of the system that is currently detailed. The
smooth enlargement of the rectangle is used to detail a system. The rectangle
reduction animation is used to represent a complex subsystem by one element. This allows
the viewer to focus on the external subsystem connections that he expects to see after
such animation. Animation that reduces the transparency of the rectangle means that
this rectangle will provide some clarification to the just drawn fragment. Upon
clarification, the explanatory rectangle disappears smoothly and the main scenario
continues. In this case, animation is used which increases the transparency of the rectangle.
The shadow effect of the rectangle gives the impression that the rectangles are in
different planes. The animations of the ellipse are completely similar to the
animations of rectangles [
The Example of Program for Drawing Element on Video Frame RECT_X=RC_X1+20, RECT_Y=RC_Y1+25, STEP_Y=20 XEL1=RECT_X+50, XEL2= XEL1+8, YEL1= RECT_Y+120, YEL2= YEL1+8 COLOR=DARK_BLUE, Y=RECT_Y+STEP_Y, X1=RECT_X-5, X2=X1+60 RECT_X2= X2-5, RECT_Y2= RECT_Y+100 RECTANGLE (left=RECT_X, top=RECT_Y, right=RECT_X2, bottom=RECT_Y2 transparent=50, begin_transparent=150, begin_left=RECT_X, begin_top=RECT_Y begin_right=RECT_X2, begin_bottom=RECT_Y2, R=15, begin_R=5 color_center=16777215, color_edge=GRAY, begin_color_center=LIGHTGREEN begin_color_edge=WHITEBLUE, cursor=1, frames=15, shape_only=0 pen_color=COLOR, pen_width=1, shadow=1, animation=1) X_EQ=RECT_X+130, Y_EQ=RECT_Y+30, XP=RECT_X+5, YP= RECT_Y+105 K1= STEP_Y*t1, K2= STEP_Y*t2, K3= STEP_Y*t3, K4= STEP_Y*t4 Y1= K1+Y, Y2= K2+Y, Y3= K3+Y, Y4= K4+Y, TEXT_COLOR=YELLOW Y1= Y1-STEP_Y, Y2= Y2-STEP_Y, Y3= Y3-STEP_Y, Y4= Y4-STEP_Y LINE( from_X=X1, from_Y=Y1, to_X=X2, to_Y=Y, color_begin=COLOR color_end=COLOR, cursor=1, transparent=1 frames=10, arrow=0, shadow=3,width=3)
Y_TEXT=Y-10, Y=Y+20 LINE( from_Y=Y2, to_Y=Y) LINE( from_Y=Y3, to_Y=Y) LINE( from_Y=Y4, to_Y=Y)
Y_TEXT=Y-10, Y=Y+20 Y_TEXT=Y-10, Y=Y+20
Y_TEXT=Y-10 TEXT( "P1", X=XP, Y=YP, width=11, height=36, angle=0, transparent=0 color=120, begin_color=6461421, begin_X=123, begin_Y=100, begin_width=16 begin_height=10, begin_angle=0, begin_transparent=240, colorize=0, cursor=1 font=13, italic=1, bold=10, underline=0, animation=4, frames=5, shadow=2) WAIT(5) 6
So far, there are many abstract concepts that are difficult to give to animation and graphic representation, for example: "medicines are applied taking into account the peculiarities of the organism", "goal realization". Such phrases remain in text form above the animated arrows. Nevertheless, graphical linguistics gives a better presentation of information, increases the understanding of complex information, helps to differentiate important and secondary information, improves remembering of important information and increases the emotional background of perception. Marking animations by words in a specialized programming language is justified because it simplifies and standardizes animations in the form of plain text. This approach also makes it possible to use special graphical shells to design animations and save them in the form of specialized algorithmic language.