{"id":21,"date":"2024-05-27T13:08:53","date_gmt":"2024-05-27T11:08:53","guid":{"rendered":"https:\/\/www.cartography.upol.cz\/infographics\/?page_id=21"},"modified":"2024-05-31T09:19:44","modified_gmt":"2024-05-31T07:19:44","slug":"survey","status":"publish","type":"page","link":"https:\/\/www.cartography.upol.cz\/infographics\/survey\/","title":{"rendered":"survey"},"content":{"rendered":"<h1>\n<h5><strong>Dotazn\u00edkov\u00e9 \u0161etrenie<\/strong><\/h5>\n<\/h1>\n<hr>\n<div>\n<p>Prispejte aj vy k v\u00fdskumu identifik\u00e1cie infografiky v kartografii vypln\u011bn\u00edm nasleduj\u00faceho dotazn\u00edka<\/p>\n<\/div>\n<p>\n    <a href=\"#minule\">V\u00fdsledky realizovan\u00fdch \u0161etren\u00ed<\/a>\n<\/p>\n<div>\n<p>    <iframe loading=\"lazy\" frameborder=\"0\" id=\"iframeX6D3A1V8A8F1F9Y6J\" src=\"https:\/\/www.survio.com\/survey\/i\/E5E9Z1A5E6X4F7S2J\" height=\"800px\" width=\"100%\"><\/iframe>\n<\/div>\n<p>\n    <a href=\"https:\/\/www.survio.com\/survey\/d\/H3Q6G5K9V3Y8F3O1X\">Click for the English version of the questionnaire<\/a>\n<\/p>\n<h1>\n<h5><strong>Realizovan\u00e9 dotazn\u00edkov\u00e9 \u0161etrenia a ich v\u00fdsledky<\/strong><\/h5>\n<\/h1>\n<hr>\n<div>\n<p>Prehliadnite si realizovan\u00e9 dotazn\u00edkov\u00e9 \u0161etrenia zameran\u00e9 na porozumienie a jednozna\u010dnej\u0161ie vy\u010dlenenie problematiky infografiky v kartografii<\/p>\n<\/div>\n<ul>\n<li>\n<h3>Snaha o u\u017e\u00edvate\u013esk\u00e9 vy\u010dlenenie term\u00ednu infografika<\/h3>\n<div>\n<p>Prv\u00e9 dotazn\u00edkov\u00e9 \u0161etrenie bolo jednoduch\u00e9 dotazovanie \u0161tudentov prv\u00e9ho a druh\u00e9ho ro\u010dn\u00edku bakal\u00e1rsk\u00e9ho \u0161t\u00fadia na katedre geoinformatiky UP v r\u00e1mci v r\u00e1mci v\u00fduky odborn\u00fdch predmetov autora pr\u00e1ce. U t\u00fdchto \u0161tudentov sa predpokladala e\u0161te minim\u00e1lna odborn\u00e1 znalos\u0165 problematiky vzh\u013eadom na skladbu vyu\u010dovan\u00fdch predmetov.<\/p>\n<p>Prieskum prebiehal jednoduchou formou odpovede na ot\u00e1zku <i>\u201eAko by ste definovali pojem infografika?\u201c<\/i> bez akejko\u013evek pomoci internetu \u010di in\u00fdch zdrojov v r\u00e1mci obmedzen\u00e9ho \u010dasov\u00e9ho horizontu. Odpovede \u0161tudenti zasielali elektronicky a boli kolektovan\u00e9 do tabel\u00e1rnej podoby na cloudovom \u00falo\u017eisku.<\/p>\n<p>Celkom bolo zozbieran\u00fdch celkom 70 odpoved\u00ed. Vizualiz\u00e1cia nosn\u00fdch odpoved\u00ed vych\u00e1dza z anal\u00fdzy obsahu pomocou softwaru KH coder, ktor\u00fd m\u00e1 v sebe implementovan\u00fa funkciu <i>termExtract<\/i>. Funkcia dok\u00e1\u017ee zo zdrojov\u00fdch textov\u00fdch d\u00e1t identifikova\u0165 podobn\u00e9, \u010dasto sa opakuj\u00face sa formul\u00e1cie a priradi\u0165 im sk\u00f3re vyjadruj\u00face ich zast\u00fapenie.<\/p>\n<p><iframe style=\"width: 100%; height: 600px;\" src=\"https:\/\/flo.uri.sh\/visualisation\/13480246\/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\"><\/iframe><\/p>\n<div style=\"width: 100%!; margin-top: 4px!important; text-align: right!important;\"><\/div>\n<p>\u0160tudenti definovali infografiku ve\u013emi obecne. V najv\u00e4\u010d\u0161ej miere ju predstavili ako <cite>grafick\u00e9 spracovanie inform\u00e1cie, prostriedok r\u00fdchlej prezent\u00e1cie inform\u00e1ci\u00ed, preh\u013eadn\u00e9 grafick\u00e9 spracovanie inform\u00e1ci\u00ed, interakt\u00edvna vizualiz\u00e1cia ale vyskytovali sa aj odpovede jednoduch\u00e9ho charakteru, ako napr\u00edklad je grafika, je druh obr\u00e1zku diagramu \u010di forma plag\u00e1tu.<\/cite> Respondenti taktie\u017e \u010dastokr\u00e1t uviedli defin\u00edciu ale dodali, \u017ee si \u0148ou nie s\u00fa ist\u00fd alebo nevedia. <\/p>\n<\/div>\n<\/li>\n<li>\n<h3>Snaha o vy\u010dlenie pojmu mapa od priestorovo-orientovanej infografiky<\/h3>\n<div>\n<p style=\"text-align: left;\"><strong>Druh\u00fd prieskum <\/strong>vych\u00e1dzal z\u00a0dotazn\u00edkov\u00e9ho \u0161etrenia v r\u00e1mci\u00a0medzin\u00e1rodnej \u010desko-braz\u00edlskej spolupr\u00e1ce UNIGOU Remote Program medzi Federal University of Paran\u00e1 a Univerzitou Palack\u00e9ho v\u00a0Olomouci. V\u00a0r\u00e1mci spolupr\u00e1ce vzniklo online interakt\u00edvne dotazn\u00edkov\u00e9 \u0161etrenie v\u00a0prostred\u00ed <em>Limesurvey<\/em>, ktor\u00e9ho cie\u013eom bolo terminologicky ale i vecne vy\u010dleni\u0165 priestorovo-orientovan\u00fa infografiku od m\u00e1p. K medzin\u00e1rodn\u00e9mu \u0161etreniu bolo prist\u00fapen\u00e9 z\u00e1merne z toho d\u00f4vodu, aby bolo mo\u017en\u00e9 efekt\u00edvne ur\u010di\u0165, \u010di vn\u00edmanie danej problematiky je podobn\u00e9 v r\u00e1mci dvoch diametr\u00e1lne rozli\u010dn\u00fdch n\u00e1rodnostiach, vzdel\u00e1vac\u00edch i profesn\u00fdch \u0161trukt\u00far.<\/p>\n<p style=\"text-align: left;\">Dotazn\u00edkov\u00e9ho \u0161etrenia sa z\u00fa\u010dastnilo 296 respondentov, od ktor\u00fdch bolo mo\u017en\u00e9 zapo\u010d\u00edta\u0165 plnohodnotn\u00e9 odpovede, pri\u010dom v\u00e4\u010d\u0161ina bola Braz\u00edlskej n\u00e1rodnosti. V oboch op\u00fdtan\u00fdch skupin\u00e1ch sa jednalo o \u0161tudentov, pr\u00edpadne absolventov geografick\u00e9ho \u010di geoinformatick\u00e9ho \u0161t\u00fadia s povedom\u00edm o danej problematike v r\u00f4znych \u00farovniach.<\/p>\n<p><iframe style=\"width: 100%; height: 600px;\" src=\"https:\/\/flo.uri.sh\/story\/2358632\/embed\" title=\"Interactive or visual content\" class=\"flourish-embed-iframe\" frameborder=\"0\" scrolling=\"no\" sandbox=\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\"><\/iframe><\/p>\n<div style=\"width: 100%!; margin-top: 4px!important; text-align: right!important;\"><a class=\"flourish-credit\" href=\"https:\/\/public.flourish.studio\/story\/2358632\/?utm_source=embed&amp;utm_campaign=story\/2358632\" target=\"_top\" style=\"text-decoration: none!important;\"><\/a><\/div>\n<p style=\"text-align: left;\">V\u00fdsledky dotazn\u00edkov\u00e9ho \u0161etrenia nazna\u010duj\u00fa v\u00fdrazn\u00fd rozdiel v percepcii infografiky a m\u00e1p medzi respondentmi, pri\u010dom 90,3 % \u00fa\u010dastn\u00edkov identifikovalo rozdiely medzi t\u00fdmito dvoma pojmov\u00fdmi kateg\u00f3riami. Na druhej strane, 9 % respondentov, predov\u0161etk\u00fdm z Braz\u00edlie, nepostrehlo medzi infografikou a mapami \u017eiadne rozdiely, \u010do m\u00f4\u017ee signalizova\u0165 kult\u00farne alebo vzdel\u00e1vacie rozdiely v interpret\u00e1cii t\u00fdchto pojmov. Tieto zistenia s\u00fa d\u00f4le\u017eit\u00e9 pre porozumenie kult\u00farne kontextov\u00fdch faktorov, ktor\u00e9 m\u00f4\u017eu ovplyvni\u0165 kartografick\u00fa a informa\u010dn\u00fa gramotnos\u0165. Odpovede t\u00fdkaj\u00face sa defin\u00edcie infografiky boli konzistentnej\u0161ie, s dominantn\u00fdm vn\u00edman\u00edm <strong>infografiky ako n\u00e1stroja pre vizu\u00e1lnu prezent\u00e1ciu inform\u00e1ci\u00ed<\/strong>. V pr\u00edpade m\u00e1p sa v\u0161ak objavili rozdiely v interpret\u00e1cii; v\u00e4\u010d\u0161ina respondentov op\u00edsala <strong>mapy ako n\u00e1stroje pre zobrazenie priestorov\u00fdch inform\u00e1ci\u00ed<\/strong>, \u010do s\u00fahlas\u00ed s tradi\u010dn\u00fdm ch\u00e1pan\u00edm m\u00e1p ako samostatn\u00e9ho produktu, ktor\u00fd nie je zahrnut\u00fd pod term\u00edn priestorovo-orientovan\u00e1 infografika<\/p>\n<p><img data-recalc-dims=\"1\" decoding=\"async\" src=\"https:\/\/i0.wp.com\/www.cartography.upol.cz\/infographics\/wp-content\/uploads\/2024\/05\/poster_vysledky.png?ssl=1\" \/><\/p>\n<\/div>\n<\/li>\n<li>\n<h3>Kvantitat\u00edvne vy\u010dlenenie mapy od infografiky<\/h3>\n<div>\n<p>Samotn\u00e9 dotazn\u00edkov\u00e9 \u0161etrenie je neust\u00e1le akt\u00edvne a dostupn\u00e9 na <a href=\"https:\/\/bit.ly\/mapa-nebo-infografika\">tomto odkaze<\/a>. Ot\u00e1zky v dotazn\u00edku boli stanoven\u00e9 tak, aby dok\u00e1zal kvantitat\u00edvne op\u00edsa\u0165 hodnoten\u00e9 mapy a infografiky. Respondent zaraden\u00edm obrazu na vytvoren\u00fa \u0161k\u00e1lu -5 a\u017e +5 vyjadruje mieru infografick\u00e9ho \u0161t\u00fdlu v mape i infografike na z\u00e1klade jeho vlastnej znalosti \u010di sk\u00fasenosti. Ka\u017ed\u00fd z obrazov tak bude \u0161pecificky op\u00edsan\u00fd a po vyhodnoten\u00ed odpoved\u00ed mu bude priraden\u00e1 priemern\u00e1 zn\u00e1mka na navrhnutej \u0161k\u00e1le. <\/p>\n<p>Z anal\u00fdzy z\u00edskan\u00fdch hodn\u00f4t vypl\u00fdva, \u017ee respondenti bez povedomia o grafike \u010di kartografii preva\u017ene ude\u013eovali ni\u017e\u0161ie sk\u00f3re hodnoten\u00fdm obrazom. Pride\u013eovan\u00e9 hodnoty pomerne korelovali s respondentami, ktor\u00fdch povedomie len v oblasti grafiky. Naopak, respondenti iba s kartografick\u00fdm vzdelan\u00edm \u010di pracovn\u00fdmi sk\u00fasenos\u0165ami a respondenti s povedom\u00edm v oboch oblastiach ude\u013eovali vy\u0161\u0161ie zn\u00e1mky. Vy\u0161\u0161ie rozdiely s\u00fa pritom vidite\u013en\u00e9 pri mapovej vzorke obrazov. Grafick\u00e9 zn\u00e1zornenie rozdielov od priemernej hodnoty jednotliv\u00fdch obrazov na z\u00e1klade sk\u00fasenost\u00ed a vzdelania respondentov prezentuje nasleduj\u00faca interakt\u00edvna vizualiz\u00e1cia <\/p>\n<p><iframe src='https:\/\/flo.uri.sh\/visualisation\/17645253\/embed' title='Interactive or visual content' class='flourish-embed-iframe' frameborder='0' scrolling='no' style='width:100%;height:800px;' sandbox='allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation'><\/iframe><\/p>\n<p>Po vizu\u00e1lnej anal\u00fdze v\u00fdsledkov je mo\u017en\u00e9 zhodnoti\u0165, \u017ee \u010d\u00edm viac narast\u00e1 modernej\u0161ie, farebnej\u0161ie a ilustrat\u00edvne prevedenie m\u00e1p, t\u00fdm viac st\u00fapalo udelen\u00e9 sk\u00f3re m\u00e1p. Pokia\u013e v\u0161ak bola mapa dominantn\u00fdm elementom na obraze, hodnota sk\u00f3re neprekro\u010dila v priemere 0,26 \u2013 nebola teda bran\u00e1 za prev\u00e1\u017ene infografick\u00fd obraz. Z poh\u013eadu kladn\u00fdch hodn\u00f4t zna\u010diaci dominantn\u00e9 infografick\u00e9 spracovanie obsahu je badate\u013en\u00e9, \u017ee pokia\u013e \u010d\u00edm obraz obsahoval viac v\u00fdrazn\u00fa mapu, jeho sk\u00f3re s\u00edce bolo v pozit\u00edvnych hodnot\u00e1ch ale bolo ni\u017e\u0161ie. <\/p>\n<p><iframe src='https:\/\/flo.uri.sh\/visualisation\/17645502\/embed' title='Interactive or visual content' class='flourish-embed-iframe' frameborder='0' scrolling='no' style='width:100%;height:800px;' sandbox='allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation'><\/iframe><\/div>\n<\/li>\n<\/ul>\n<hr>\n<div>\n<p><strong>\u010fal\u0161ie \u010dasti pr\u00e1ce<\/strong><\/p>\n<\/div>\n<ul>\n<li>\n        <a href=\"\/infographics\/research\/\">Infografika<\/a>\n    <\/li>\n<li>\n        <a href=\"\/infographics\/visual-analysis\/\">Vizu\u00e1lna anal\u00fdza<\/a>\n    <\/li>\n<li>\n        <a href=\"\/infographics\/igv\/\">metrika IGV<\/a>\n    <\/li>\n<li>\n        <a href=\"\/infographics\/infomap\/\">n\u00e1stroj infomap<\/a>\n    <\/li>\n<li>\n        <a href=\"https:\/\/www.cartography.upol.cz\/infographics\/\">o v\u00fdskume<\/a>\n    <\/li>\n<\/ul>\n<p><!--more--><br \/>\n<!-- {\"type\":\"layout\",\"children\":[{\"type\":\"section\",\"props\":{\"height\":\"section\",\"image_position\":\"center-center\",\"style\":\"default\",\"title_breakpoint\":\"xl\",\"title_position\":\"top-left\",\"title_rotation\":\"left\",\"vertical_align\":\"middle\",\"width\":\"default\"},\"children\":[{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\"},\"children\":[{\"type\":\"headline\",\"props\":{\"content\":\"\n\n<h5><strong>Dotazn\\u00edkov\\u00e9 \\u0161etrenie<\\\/strong><\\\/h5>\",\"margin\":\"small\",\"margin_remove_bottom\":true,\"margin_remove_top\":true,\"title_color\":\"primary\",\"title_element\":\"h1\"}},{\"type\":\"divider\",\"props\":{\"divider_element\":\"hr\",\"margin_remove_bottom\":true}},{\"type\":\"text\",\"props\":{\"column_breakpoint\":\"m\",\"content\":\"\n\n<p>Prispejte aj vy k v\\u00fdskumu identifik\\u00e1cie infografiky v kartografii vypln\\u011bn\\u00edm nasleduj\\u00faceho dotazn\\u00edka<\\\/p>\",\"margin\":\"default\"}}]}],\"props\":{\"column_gap\":\"small\",\"margin_remove_bottom\":true,\"margin_remove_top\":true,\"row_gap\":\"small\"}},{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\"},\"children\":[{\"type\":\"button\",\"props\":{\"grid_column_gap\":\"small\",\"grid_row_gap\":\"small\",\"margin\":\"default\"},\"children\":[{\"type\":\"button_item\",\"props\":{\"button_style\":\"text\",\"content\":\"V\\u00fdsledky realizovan\\u00fdch \\u0161etren\\u00ed\",\"icon\":\"clock\",\"icon_align\":\"left\",\"link\":\"#minule\"}}]}]}]},{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\"},\"children\":[{\"type\":\"html\",\"props\":{\"content\":\"<iframe frameborder=\\\"0\\\" id=\\\"iframeX6D3A1V8A8F1F9Y6J\\\" src=\\\"https:\\\/\\\/www.survio.com\\\/survey\\\/i\\\/E5E9Z1A5E6X4F7S2J\\\" height=\\\"800px\\\" width=\\\"100%\\\"><\\\/iframe>\"}},{\"type\":\"button\",\"props\":{\"grid_column_gap\":\"small\",\"grid_row_gap\":\"small\",\"margin\":\"default\",\"text_align\":\"center\"},\"children\":[{\"type\":\"button_item\",\"props\":{\"button_style\":\"primary\",\"content\":\"Click for the English version of the questionnaire\",\"icon\":\"world\",\"icon_align\":\"left\",\"link\":\"https:\\\/\\\/www.survio.com\\\/survey\\\/d\\\/H3Q6G5K9V3Y8F3O1X\"}}]}]}]}]},{\"type\":\"section\",\"props\":{\"class\":\"minule\",\"id\":\"minule\",\"image_position\":\"center-center\",\"style\":\"default\",\"title_breakpoint\":\"xl\",\"title_position\":\"top-left\",\"title_rotation\":\"left\",\"vertical_align\":\"middle\",\"width\":\"default\"},\"children\":[{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\"},\"children\":[{\"type\":\"headline\",\"props\":{\"content\":\"\n\n<h5><strong>Realizovan\\u00e9 dotazn\\u00edkov\\u00e9 \\u0161etrenia a ich v\\u00fdsledky<\\\/strong><\\\/h5>\",\"margin\":\"small\",\"margin_remove_bottom\":true,\"margin_remove_top\":true,\"title_color\":\"primary\",\"title_element\":\"h1\"}},{\"type\":\"divider\",\"props\":{\"divider_element\":\"hr\",\"margin_remove_bottom\":true}},{\"type\":\"text\",\"props\":{\"column_breakpoint\":\"m\",\"content\":\"\n\n<p>Prehliadnite si realizovan\\u00e9 dotazn\\u00edkov\\u00e9 \\u0161etrenia zameran\\u00e9 na porozumienie a jednozna\\u010dnej\\u0161ie vy\\u010dlenenie problematiky infografiky v kartografii<\\\/p>\",\"margin\":\"default\"}}]}]},{\"type\":\"row\",\"children\":[{\"type\":\"column\",\"props\":{\"image_position\":\"center-center\",\"position_sticky_breakpoint\":\"m\",\"style\":\"muted\"},\"children\":[{\"type\":\"switcher\",\"props\":{\"content_column_breakpoint\":\"m\",\"image_align\":\"top\",\"image_grid_breakpoint\":\"m\",\"image_grid_width\":\"1-2\",\"image_svg_color\":\"emphasis\",\"link_style\":\"default\",\"link_text\":\"Read more\",\"margin\":\"\",\"meta_align\":\"below-title\",\"meta_element\":\"div\",\"meta_style\":\"meta\",\"nav\":\"tab\",\"nav_align\":\"left\",\"nav_grid_breakpoint\":\"m\",\"nav_grid_width\":\"auto\",\"nav_position\":\"top\",\"show_content\":true,\"show_image\":true,\"show_label\":true,\"show_link\":true,\"show_meta\":true,\"show_thumbnail\":true,\"show_title\":true,\"switcher_animation\":\"fade\",\"switcher_height\":false,\"thumbnav_height\":\"75\",\"thumbnav_svg_color\":\"emphasis\",\"thumbnav_width\":\"100\",\"title_align\":\"top\",\"title_decoration\":\"bullet\",\"title_element\":\"h3\",\"title_grid_breakpoint\":\"m\",\"title_grid_width\":\"1-2\",\"title_style\":\"h4\"},\"children\":[{\"type\":\"switcher_item\",\"props\":{\"content\":\"\n\n<p>Prv\\u00e9 dotazn\\u00edkov\\u00e9 \\u0161etrenie bolo jednoduch\\u00e9 dotazovanie \\u0161tudentov prv\\u00e9ho a druh\\u00e9ho ro\\u010dn\\u00edku bakal\\u00e1rsk\\u00e9ho \\u0161t\\u00fadia na katedre geoinformatiky UP v r\\u00e1mci v r\\u00e1mci v\\u00fduky odborn\\u00fdch predmetov autora pr\\u00e1ce. U t\\u00fdchto \\u0161tudentov sa predpokladala e\\u0161te minim\\u00e1lna odborn\\u00e1 znalos\\u0165 problematiky vzh\\u013eadom na skladbu vyu\\u010dovan\\u00fdch predmetov.<\\\/p>\\n\n\n<p>Prieskum prebiehal jednoduchou formou odpovede na ot\\u00e1zku <i>\\u201eAko by ste definovali pojem infografika?\\u201c<\\\/i> bez akejko\\u013evek pomoci internetu \\u010di in\\u00fdch zdrojov v r\\u00e1mci obmedzen\\u00e9ho \\u010dasov\\u00e9ho horizontu. Odpovede \\u0161tudenti zasielali elektronicky a boli kolektovan\\u00e9 do tabel\\u00e1rnej podoby na cloudovom \\u00falo\\u017eisku.<\\\/p>\\n\n\n<p>Celkom bolo zozbieran\\u00fdch celkom 70 odpoved\\u00ed. Vizualiz\\u00e1cia nosn\\u00fdch odpoved\\u00ed vych\\u00e1dza z anal\\u00fdzy obsahu pomocou softwaru KH coder, ktor\\u00fd m\\u00e1 v sebe implementovan\\u00fa funkciu <i>termExtract<\\\/i>. Funkcia dok\\u00e1\\u017ee zo zdrojov\\u00fdch textov\\u00fdch d\\u00e1t identifikova\\u0165 podobn\\u00e9, \\u010dasto sa opakuj\\u00face sa formul\\u00e1cie a priradi\\u0165 im sk\\u00f3re vyjadruj\\u00face ich zast\\u00fapenie.<\\\/p>\\n\n\n<p><iframe style=\\\"width: 100%; height: 600px;\\\" src=\\\"https:\\\/\\\/flo.uri.sh\\\/visualisation\\\/13480246\\\/embed\\\" title=\\\"Interactive or visual content\\\" class=\\\"flourish-embed-iframe\\\" frameborder=\\\"0\\\" scrolling=\\\"no\\\" sandbox=\\\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\\\"><\\\/iframe><\\\/p>\\n\n\n<div style=\\\"width: 100%!; margin-top: 4px!important; text-align: right!important;\\\"><\\\/div>\\n\n\n<p>\\u0160tudenti definovali infografiku ve\\u013emi obecne. V najv\\u00e4\\u010d\\u0161ej miere ju predstavili ako <cite>grafick\\u00e9 spracovanie inform\\u00e1cie, prostriedok r\\u00fdchlej prezent\\u00e1cie inform\\u00e1ci\\u00ed, preh\\u013eadn\\u00e9 grafick\\u00e9 spracovanie inform\\u00e1ci\\u00ed, interakt\\u00edvna vizualiz\\u00e1cia ale vyskytovali sa aj odpovede jednoduch\\u00e9ho charakteru, ako napr\\u00edklad je grafika, je druh obr\\u00e1zku diagramu \\u010di forma plag\\u00e1tu.<\\\/cite> Respondenti taktie\\u017e \\u010dastokr\\u00e1t uviedli defin\\u00edciu ale dodali, \\u017ee si \\u0148ou nie s\\u00fa ist\\u00fd alebo nevedia. <\\\/p>\",\"label\":\"\\u010co je to infografika?\",\"meta\":\"\",\"title\":\"Snaha o u\\u017e\\u00edvate\\u013esk\\u00e9 vy\\u010dlenenie term\\u00ednu infografika\"}},{\"type\":\"switcher_item\",\"props\":{\"content\":\"\n\n<p style=\\\"text-align: left;\\\"><strong>Druh\\u00fd prieskum <\\\/strong>vych\\u00e1dzal z\\u00a0dotazn\\u00edkov\\u00e9ho \\u0161etrenia v r\\u00e1mci\\u00a0medzin\\u00e1rodnej \\u010desko-braz\\u00edlskej spolupr\\u00e1ce UNIGOU Remote Program medzi Federal University of Paran\\u00e1 a Univerzitou Palack\\u00e9ho v\\u00a0Olomouci. V\\u00a0r\\u00e1mci spolupr\\u00e1ce vzniklo online interakt\\u00edvne dotazn\\u00edkov\\u00e9 \\u0161etrenie v\\u00a0prostred\\u00ed <em>Limesurvey<\\\/em>, ktor\\u00e9ho cie\\u013eom bolo terminologicky ale i vecne vy\\u010dleni\\u0165 priestorovo-orientovan\\u00fa infografiku od m\\u00e1p. K medzin\\u00e1rodn\\u00e9mu \\u0161etreniu bolo prist\\u00fapen\\u00e9 z\\u00e1merne z toho d\\u00f4vodu, aby bolo mo\\u017en\\u00e9 efekt\\u00edvne ur\\u010di\\u0165, \\u010di vn\\u00edmanie danej problematiky je podobn\\u00e9 v r\\u00e1mci dvoch diametr\\u00e1lne rozli\\u010dn\\u00fdch n\\u00e1rodnostiach, vzdel\\u00e1vac\\u00edch i profesn\\u00fdch \\u0161trukt\\u00far.<\\\/p>\\n\n\n<p style=\\\"text-align: left;\\\">Dotazn\\u00edkov\\u00e9ho \\u0161etrenia sa z\\u00fa\\u010dastnilo 296 respondentov, od ktor\\u00fdch bolo mo\\u017en\\u00e9 zapo\\u010d\\u00edta\\u0165 plnohodnotn\\u00e9 odpovede, pri\\u010dom v\\u00e4\\u010d\\u0161ina bola Braz\\u00edlskej n\\u00e1rodnosti. V oboch op\\u00fdtan\\u00fdch skupin\\u00e1ch sa jednalo o \\u0161tudentov, pr\\u00edpadne absolventov geografick\\u00e9ho \\u010di geoinformatick\\u00e9ho \\u0161t\\u00fadia s povedom\\u00edm o danej problematike v r\\u00f4znych \\u00farovniach.<\\\/p>\\n\n\n<p><iframe style=\\\"width: 100%; height: 600px;\\\" src=\\\"https:\\\/\\\/flo.uri.sh\\\/story\\\/2358632\\\/embed\\\" title=\\\"Interactive or visual content\\\" class=\\\"flourish-embed-iframe\\\" frameborder=\\\"0\\\" scrolling=\\\"no\\\" sandbox=\\\"allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation\\\"><\\\/iframe><\\\/p>\\n\n\n<div style=\\\"width: 100%!; margin-top: 4px!important; text-align: right!important;\\\"><a class=\\\"flourish-credit\\\" href=\\\"https:\\\/\\\/public.flourish.studio\\\/story\\\/2358632\\\/?utm_source=embed&amp;utm_campaign=story\\\/2358632\\\" target=\\\"_top\\\" style=\\\"text-decoration: none!important;\\\"><\\\/a><\\\/div>\\n\n\n<p style=\\\"text-align: left;\\\">V\\u00fdsledky dotazn\\u00edkov\\u00e9ho \\u0161etrenia nazna\\u010duj\\u00fa v\\u00fdrazn\\u00fd rozdiel v percepcii infografiky a m\\u00e1p medzi respondentmi, pri\\u010dom 90,3 % \\u00fa\\u010dastn\\u00edkov identifikovalo rozdiely medzi t\\u00fdmito dvoma pojmov\\u00fdmi kateg\\u00f3riami. Na druhej strane, 9 % respondentov, predov\\u0161etk\\u00fdm z Braz\\u00edlie, nepostrehlo medzi infografikou a mapami \\u017eiadne rozdiely, \\u010do m\\u00f4\\u017ee signalizova\\u0165 kult\\u00farne alebo vzdel\\u00e1vacie rozdiely v interpret\\u00e1cii t\\u00fdchto pojmov. Tieto zistenia s\\u00fa d\\u00f4le\\u017eit\\u00e9 pre porozumenie kult\\u00farne kontextov\\u00fdch faktorov, ktor\\u00e9 m\\u00f4\\u017eu ovplyvni\\u0165 kartografick\\u00fa a informa\\u010dn\\u00fa gramotnos\\u0165. Odpovede t\\u00fdkaj\\u00face sa defin\\u00edcie infografiky boli konzistentnej\\u0161ie, s dominantn\\u00fdm vn\\u00edman\\u00edm <strong>infografiky ako n\\u00e1stroja pre vizu\\u00e1lnu prezent\\u00e1ciu inform\\u00e1ci\\u00ed<\\\/strong>. V pr\\u00edpade m\\u00e1p sa v\\u0161ak objavili rozdiely v interpret\\u00e1cii; v\\u00e4\\u010d\\u0161ina respondentov op\\u00edsala <strong>mapy ako n\\u00e1stroje pre zobrazenie priestorov\\u00fdch inform\\u00e1ci\\u00ed<\\\/strong>, \\u010do s\\u00fahlas\\u00ed s tradi\\u010dn\\u00fdm ch\\u00e1pan\\u00edm m\\u00e1p ako samostatn\\u00e9ho produktu, ktor\\u00fd nie je zahrnut\\u00fd pod term\\u00edn priestorovo-orientovan\\u00e1 infografika<\\\/p>\\n\n\n<p><img src=\\\"https:\\\/\\\/www.cartography.upol.cz\\\/infographics\\\/wp-content\\\/uploads\\\/2024\\\/05\\\/poster_vysledky.png\\\" \\\/><\\\/p>\",\"label\":\"Mapa vs. priestorovo-orientovan\\u00e1 infografika\",\"meta\":\"\",\"title\":\"Snaha o vy\\u010dlenie pojmu mapa od priestorovo-orientovanej infografiky\"}},{\"type\":\"switcher_item\",\"props\":{\"content\":\"\n\n<p>Samotn\\u00e9 dotazn\\u00edkov\\u00e9 \\u0161etrenie je neust\\u00e1le akt\\u00edvne a dostupn\\u00e9 na <a href=\\\"https:\\\/\\\/bit.ly\\\/mapa-nebo-infografika\\\">tomto odkaze<\\\/a>. Ot\\u00e1zky v dotazn\\u00edku boli stanoven\\u00e9 tak, aby dok\\u00e1zal kvantitat\\u00edvne op\\u00edsa\\u0165 hodnoten\\u00e9 mapy a infografiky. Respondent zaraden\\u00edm obrazu na vytvoren\\u00fa \\u0161k\\u00e1lu -5 a\\u017e +5 vyjadruje mieru infografick\\u00e9ho \\u0161t\\u00fdlu v mape i infografike na z\\u00e1klade jeho vlastnej znalosti \\u010di sk\\u00fasenosti. Ka\\u017ed\\u00fd z obrazov tak bude \\u0161pecificky op\\u00edsan\\u00fd a po vyhodnoten\\u00ed odpoved\\u00ed mu bude priraden\\u00e1 priemern\\u00e1 zn\\u00e1mka na navrhnutej \\u0161k\\u00e1le. <\\\/p>\\n\n\n<p>Z anal\\u00fdzy z\\u00edskan\\u00fdch hodn\\u00f4t vypl\\u00fdva, \\u017ee respondenti bez povedomia o grafike \\u010di kartografii preva\\u017ene ude\\u013eovali ni\\u017e\\u0161ie sk\\u00f3re hodnoten\\u00fdm obrazom. Pride\\u013eovan\\u00e9 hodnoty pomerne korelovali s respondentami, ktor\\u00fdch povedomie len v oblasti grafiky. Naopak, respondenti iba s kartografick\\u00fdm vzdelan\\u00edm \\u010di pracovn\\u00fdmi sk\\u00fasenos\\u0165ami a respondenti s povedom\\u00edm v oboch oblastiach ude\\u013eovali vy\\u0161\\u0161ie zn\\u00e1mky. Vy\\u0161\\u0161ie rozdiely s\\u00fa pritom vidite\\u013en\\u00e9 pri mapovej vzorke obrazov. Grafick\\u00e9 zn\\u00e1zornenie rozdielov od priemernej hodnoty jednotliv\\u00fdch obrazov na z\\u00e1klade sk\\u00fasenost\\u00ed a vzdelania respondentov prezentuje nasleduj\\u00faca interakt\\u00edvna vizualiz\\u00e1cia <\\\/p>\\n<iframe src='https:\\\/\\\/flo.uri.sh\\\/visualisation\\\/17645253\\\/embed' title='Interactive or visual content' class='flourish-embed-iframe' frameborder='0' scrolling='no' style='width:100%;height:800px;' sandbox='allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation'><\\\/iframe>\\n\n\n<p>Po vizu\\u00e1lnej anal\\u00fdze v\\u00fdsledkov je mo\\u017en\\u00e9 zhodnoti\\u0165, \\u017ee \\u010d\\u00edm viac narast\\u00e1 modernej\\u0161ie, farebnej\\u0161ie a ilustrat\\u00edvne prevedenie m\\u00e1p, t\\u00fdm viac st\\u00fapalo udelen\\u00e9 sk\\u00f3re m\\u00e1p. Pokia\\u013e v\\u0161ak bola mapa dominantn\\u00fdm elementom na obraze, hodnota sk\\u00f3re neprekro\\u010dila v priemere 0,26 \\u2013 nebola teda bran\\u00e1 za prev\\u00e1\\u017ene infografick\\u00fd obraz. Z poh\\u013eadu kladn\\u00fdch hodn\\u00f4t zna\\u010diaci dominantn\\u00e9 infografick\\u00e9 spracovanie obsahu je badate\\u013en\\u00e9, \\u017ee pokia\\u013e \\u010d\\u00edm obraz obsahoval viac v\\u00fdrazn\\u00fa mapu, jeho sk\\u00f3re s\\u00edce bolo v pozit\\u00edvnych hodnot\\u00e1ch ale bolo ni\\u017e\\u0161ie. <\\\/p>\\n<iframe src='https:\\\/\\\/flo.uri.sh\\\/visualisation\\\/17645502\\\/embed' title='Interactive or visual content' class='flourish-embed-iframe' frameborder='0' scrolling='no' style='width:100%;height:800px;' sandbox='allow-same-origin allow-forms allow-scripts allow-downloads allow-popups allow-popups-to-escape-sandbox allow-top-navigation-by-user-activation'><\\\/iframe>\",\"label\":\"Mapa vs. infografika\",\"meta\":\"\",\"title\":\"Kvantitat\\u00edvne vy\\u010dlenenie mapy od 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V\u00fdsledky realizovan\u00fdch \u0161etren\u00ed Click for the English version of the questionnaire Realizovan\u00e9 dotazn\u00edkov\u00e9 \u0161etrenia a ich v\u00fdsledky Prehliadnite si realizovan\u00e9 dotazn\u00edkov\u00e9 \u0161etrenia zameran\u00e9 na porozumienie a jednozna\u010dnej\u0161ie vy\u010dlenenie problematiky infografiky v kartografii Snaha o u\u017e\u00edvate\u013esk\u00e9 vy\u010dlenenie term\u00ednu infografika Prv\u00e9 dotazn\u00edkov\u00e9 \u0161etrenie 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