The educational impact of visualization depends not only on how well students learn when they use it, but also on how widely it is used by instructors. Instructors believe that visualization helps students learn. The integration of visualization techniques in classroom instruction, however, has fallen far short of its potential. This paper considers this disconnect, identifying its cause in a failure to understand the needs of a key member in the hierarchy of stakeholders, namely the instructor. We describe these needs and offer guidelines for both the effective deployment of visualizations and the evaluation of instructor satisfaction. We then consider different forms of evaluation and the impact of student learning styles on learner outcomes.

The educational impact of visualization depends not only on how well students learn when they use it, but also on how widely it is used by instructors. Instructors believe that visualization helps students learn. The integration of visualization techniques in classroom instruction, however, has fallen far short of its potential. This paper considers this disconnect, identifying its cause in a failure to understand the needs of a key member in the hierarchy of stakeholders, namely the instructor. We describe these needs and offer guidelines for both the effective deployment of visualizations and the evaluation of instructor satisfaction. We then consider different forms of evaluation and the impact of student learning styles on learner outcomes.

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