Bibliographic record
Abstract
COVID-19 and its series of lockdowns and social distancing presented challenges to individuals globally in a myriad of ways. During this time, individuals expressed their frustrations, displayed newly developed passions, and illustrated their experiences creatively, visually, and often through social media. Online posts of art created during quarantine provided insight into the ways in which people coped. The COVID-19 moment in history provided a unique opportunity to examine how individuals visualised their experiences of a globally shared phenomenon that impacted daily life. This study examines participant-generated drawings that were collected from June 2020 to October 2021 based on the question ‘How has COVID-19 impacted you’? Participants were recruited through Instagram posts and an email recruitment campaign. Thirty-two participants submitted photos of their drawings that illustrated their perceptions and experiences of COVID-19 including the disconnection, isolation, newfound resilience and even hope. Six content themes were identified including i) isolation and the isolated individual, ii) mental health and wellbeing, iii) COVID-19 depicted as a monster, iv) global disruptions preventing travel or seeing family and/or friends, v) hope for the future, and vi) social injustice. The drawings provided insight into the ways in which individuals use graphic representations to make sense of and communicate their experiences and understanding of a complex time. The findings suggest drawing was used as both a process for constructing knowledge about the impact of the pandemic, a product on which to reflect, and a strategy for sense-making.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.017 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".