TY - JOUR AU - Kuttner, Ádám AU - Kárpáti, Andrea TI - Evaluation of augmented reality communication using the visual framing methodology JF - Journal of Visual Literacy J2 - J. Vis. Lit. PY - 2026 PG - 24 SN - 1051-144X DO - 10.1080/1051144X.2026.2627847 UR - https://m2.mtmt.hu/api/publication/36941735 ID - 36941735 LA - English DB - MTMT ER - TY - JOUR AU - Sarantou, Melanie AU - Kárpáti, Andrea AU - Miettinen, Satu AU - Pietarinen, Heidi TI - Editorial. Communicating with non-humans: a new visual language TS - Communicating with non-humans: a new visual language JF - FRONTIERS IN COMMUNICATION J2 - FRONT COMMUN VL - 10 PY - 2025 PG - 4 SN - 2297-900X DO - 10.3389/fcomm.2025.1594503 UR - https://m2.mtmt.hu/api/publication/36124168 ID - 36124168 LA - English DB - MTMT ER - TY - CHAP AU - Babály, Bernadett AU - Kárpáti, Andrea ED - Simon, Tünde ED - Kárpáti, Andrea TI - Steam-alapú térszemlélet fejlesztő program hatékonyságának vizsgálata vizuális-téri képességteszttel T2 - A művészet ereje - Kifejezés, alkotás, gyógyítás, kognitív és érzelmi fejlesztés : tanulmánykötet PB - Magyar Képzőművészeti Egyetem CY - Budapest SN - 9786156450159 PY - 2024 SP - 25 EP - 32 PG - 8 UR - https://m2.mtmt.hu/api/publication/35764983 ID - 35764983 LA - Hungarian DB - MTMT ER - TY - CHAP AU - Kárpáti, Andrea AU - Gaul, Emil ED - Freedman, K ED - Hernandez-Hernandez, F TI - From Drawing to Visual Culture Changing Curriculum Paradigms in Hungarian Art Education T2 - Curriculum, Culture, and Art Education PB - State University of New York Press CY - Albany, New York SN - 9781438499154 PY - 2024 SP - 49 EP - 66 PG - 18 UR - https://m2.mtmt.hu/api/publication/35785493 ID - 35785493 LA - English DB - MTMT ER - TY - CONF AU - Babály, Bernadett AU - Kárpáti, Andrea TI - Steam-alapú térszemlélet fejlesztő program hatékonyságának vizsgálata vizuális-téri képességteszttel T2 - A művészet ereje – kifejezés, alkotás, gyógyítás, kognitív és érzelmi fejlesztés PY - 2023 SP - 9 UR - https://m2.mtmt.hu/api/publication/34743460 ID - 34743460 LA - Hungarian DB - MTMT ER - TY - BOOK ED - Kárpáti, Andrea TI - Arts-Based Interventions and Social Change in Europe PB - Routledge CY - New York, New York PY - 2023 SP - 254 SN - 9781003376927 DO - 10.4324/9781003376927 UR - https://m2.mtmt.hu/api/publication/34192313 ID - 34192313 LA - English DB - MTMT ER - TY - CHAP AU - Kárpáti, Andrea AU - Veszelszki, Ágnes AU - Kovács, Lajos AU - Rétvári, Márton Gergely AU - Deli, Eszter ED - Kárpáti, Andrea TI - Cultural empowerment through social media. The Roma Cultural Influencer Project TS - The Roma Cultural Influencer Project T2 - Arts-Based Interventions and Social Change in Europe PB - Routledge CY - New York, New York SN - 9781003376927 PY - 2023 SP - 161 EP - 170 PG - 10 DO - 10.4324/9781003376927-23 UR - https://m2.mtmt.hu/api/publication/34213651 ID - 34213651 AB - The underrepresentation of Roma culture (except for Roma music) in Hungarian public discourse is indisputable. Roma visual culture is not collected in museums and is not part of public education either. Women of this culturally and economically disadvantaged minority have repeatedly proven to be active changemakers and transmitters of cultural values. Social media specialists at Corvinus University decided to change the overwhelmingly negative image of Roma through training young girls interested in their heritage to act as Cultural Influencers. The training programme discussed in this chapter offered Roma women complex and professional communication training that would make them authentic communicators of their own culture. Photovoice and Visual Storytelling were integral parts of the trainers' methodological toolkit, and a mentoring programme helped them reveal authentic themes, styles and media genres. Digital media literacy may be life changing for Roma women who are vulnerable because of their economic position, lack of workforce, unfinished studies or early parenthood. LA - English DB - MTMT ER - TY - CHAP AU - Kárpáti, Andrea AU - Vella, Raphael ED - Kárpáti, Andrea TI - Introduction. Arts-based social interventions: Policy-oriented results of the AMASS project TS - Arts-based social interventions: Policy-oriented results of the AMASS project T2 - Arts-Based Interventions and Social Change in Europe PB - Routledge CY - New York, New York SN - 9781003376927 PY - 2023 SP - 1 EP - 6 PG - 6 DO - 10.4324/9781003376927-1 UR - https://m2.mtmt.hu/api/publication/34226525 ID - 34226525 LA - English DB - MTMT ER - TY - CHAP AU - Kárpáti, Andrea ED - Kárpáti, Andrea TI - Conclusion T2 - Arts-Based Interventions and Social Change in Europe PB - Routledge CY - New York, New York SN - 9781003376927 PY - 2023 SP - 224 EP - 227 PG - 4 DO - 10.4324/9781003376927-30 UR - https://m2.mtmt.hu/api/publication/34226555 ID - 34226555 LA - English DB - MTMT ER - TY - CHAP AU - Kugler, Erika AU - Kárpáti, Andrea ED - Kárpáti, Andrea TI - Teaching Mathematics through art. Developing spatial skills and digital literacy of children with learning challenges through visual arts education TS - Developing spatial skills and digital literacy of children with learning challenges through visual arts education T2 - Arts-Based Interventions and Social Change in Europe PB - Routledge CY - New York, New York SN - 9781003376927 PY - 2023 SP - 30 EP - 38 PG - 9 DO - 10.4324/9781003376927-6 UR - https://m2.mtmt.hu/api/publication/34226535 ID - 34226535 N1 - Szent István Primary and Secondary Grammar School, Sport Specialisation, Jászberény, Hungary Eszterházy Károly Catholic University, Hungary Institute of Marketing and Communication Science, Visual Culture Research Group, Corvinus University of Budapest, Hungary Export Date: 19 June 2025; Cited By: 2 AB - In Hungarian public education, one of the major challenges is to support students challenged with social disadvantages, learning deficits and mental and behavioural problems. The mission of an interdisciplinary team of teachers of Visual Arts Education and Mathematics is to use the power of the arts for opening creative channels in students to arrive at the deeper understanding visually. Our intervention addressed negative attitudes to learning and verbalisation in knowledge production. We exploited the role of arts for visualising knowledge acquisition and overcoming barriers between scientific and artistic domains. Thirty students of Grade 5 of the compulsory elementary school (average age: 10.7 years), previously diagnosed with special needs (ADHD and ADD), participated in a three-semester remedial programme of four, 60-90 minutes, after regular instructions. The theoretical foundation of our interdisciplinary pedagogy was the Science, Technology, Engineering, Arts and Mathematics (STEAM) education model. Intersecting areas of Mathematics and Visual Culture were identified in space and plane geometry and incorporated in collaborative projects. We employed a variety of scientific visualisation techniques for Mathematics instruction (e.g., infographic design and interpretation, modelling of geometric rules and phenomena in 3D) and incorporated in creative tasks. Visual competence was assessed through standardised spatial skills tests and a process-oriented portfolio method, and significant development of visual language use was detected. Improvement in Mathematics was assessed through standardised national tests that revealed impressive growth. This chapter ends with policy implications of the use of arts-based methods to enhance cognitive abilities of students with social, behavioural and learning challenges. © 2024 selection and editorial matter, Andrea Kárpáti. LA - English DB - MTMT ER -