A Comparative Evaluation on Online Learning Approaches using Parallel Coordinate Visualization

Kwon, Bum Chul; Lee, Bongshin

doi:10.1145/2858036.2858101

Cited by 51 publications

(36 citation statements)

References 17 publications

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“…By studying whether the ideas of active reading of text might be applicable to the reading of visualizations, we open the door to the possible benefits of applying ideas from the extensive active reading research to challenges in reading visualizations, such as visualization literacy [12,38,40]. Starting with a qualitative study, we observed the actions people employed to read visualizations.…”

Section: Introductionmentioning

confidence: 99%

Active Reading of Visualizations

Walny

Huron

Périn

et al. 2018

IEEE Trans. Visual. Comput. Graphics

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This is the accepted version of the paper.This version of the publication may differ from the final published version. Abstract-We investigate whether the notion of active reading for text might be usefully applied to visualizations. Through a qualitative study we explored whether people apply observable active reading techniques when reading paper-based node-link visualizations. Participants used a range of physical actions while reading, and from these we synthesized an initial set of active reading techniques for visualizations. To learn more about the potential impact such techniques may have on visualization reading, we implemented support for one type of physical action from our observations (making freeform marks) in an interactive node-link visualization. Results from our quantitative study of this implementation show that interactive support for active reading techniques can improve the accuracy of performing low-level visualization tasks. Together, our studies suggest that the active reading space is ripe for research exploration within visualization and can lead to new interactions that make for a more flexible and effective visualization reading experience. Permanent repository linkIndex Terms-active reading of visualizations, active reading, information visualization, spectrum of physical engagement

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Section: Introductionmentioning

confidence: 99%

Active Reading of Visualizations

Walny

Huron

Périn

et al. 2018

IEEE Trans. Visual. Comput. Graphics

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“…Six participants reported that playing with configurable parameters of recommendations (e.g., re-sizing points by a slider bar in Figure 4) in addition to using the three representation methods helped them understand the recommendations (i.e., learning-bydoing [KL16]). For example, P10 PTAT said he better understand Change Point Opacity when he adjusted the level of opacity using the slider bar ( Figure 4D): "[The] difference [between the specified view and Preview for Change Point Opacity] was subtle, but I understood [Change Point Opacity] by adjusting it."…”

Section: Learning By Doingmentioning

confidence: 99%

“…The learning-by-doing approach [KL16], which is known to be useful for learning parallel coordinate plots, was also useful for understanding the behavior of recommendations during the visual construction process. Therefore, we believe visualization recommendation interfaces must support the learning-by-doing approach by giving users the opportunity to play with recommendations.…”

Section: Support Learning By Doingmentioning

confidence: 99%

Toward Understanding Representation Methods in Visualization Recommendations through Scatterplot Construction Tasks

L’Yi

Chang

Shin

et al. 2019

Computer Graphics Forum

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Most visualization recommendation systems predominantly rely on graphical previews to describe alternative visual encodings. However, since InfoVis novices are not familiar with visual representations (e.g., interpretation barriers [GTS10]), novices might have difficulty understanding and choosing recommended visual encodings. As an initial step toward understanding effective representation methods for visualization recommendations, we investigate the effectiveness of three representation methods (i.e., previews, animated transitions, and textual descriptions) under scatterplot construction tasks. Our results show how different representations individually and cooperatively help users understand and choose recommended visualizations, for example, by supporting their expect‐and‐confirm process. Based on our study results, we discuss design implications for visualization recommendation interfaces.

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“…The visualization community recognizes this and is taking steps to improve visualization literacy within the general public. Recent efforts to improve visualization literacy investigate how instructional materials should be designed [18,20,36,37]. Ruchikachorn and Mueller demonstrated that by morphing visualizations from the familiar to the unfamiliar, participants could learn new representational forms [18].…”

Section: Visualization Literacymentioning

confidence: 99%

“…Kwon and Lee further studied active learning strategies. Using the parallel coordinates visualization and three tutorials types: static, video, and interactive, they observed that participants with the interactive and video tutorials outperformed participants with static or no tutorials [36]. Some of the studies mentioned above have focused on simple visualizations, while others have investigated visualization literacy for static visualizations.…”

Section: Visualization Literacymentioning

confidence: 99%

Health Literacy for the General Public: Making a Case for Non-Trivial Visualizations

Ola

Sedig

2017

Informatics

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Health literacy is concerned with the degree to which individuals can access and understand information to make health decisions. The multifaceted nature of health data presents challenges for individuals seeking to improve their understanding of health. To aid health literacy efforts, we have developed HealthConfection, a visualization tool that uses elaborate and non-typical interactive visualizations to represent health data. In this paper, we report on two studies we conducted with HealthConfection. In the first study, we investigate whether individuals can learn to use non-typical visualizations, and the impact that short, minimalist video tutorials will have on participants' understanding of the visualizations. The findings from this study suggest that individuals can learn to use non-typical visualizations and that participants who used the tutorials achieved higher scores than those without tutorials. This work indicates that non-typical visualizations are a viable option for conveying complex datasets. Based on this foundation, we conducted a second study to investigate if non-typical visualizations can improve health literacy for the general public. Results show that participants who used HealthConfection achieved higher scores than those who did not interact with the tool. Our work suggests that non-typical visualizations can be used to improve health literacy.

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A Comparative Evaluation on Online Learning Approaches using Parallel Coordinate Visualization

Cited by 51 publications

References 17 publications

Active Reading of Visualizations

Active Reading of Visualizations

Toward Understanding Representation Methods in Visualization Recommendations through Scatterplot Construction Tasks

Health Literacy for the General Public: Making a Case for Non-Trivial Visualizations

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