Construct-A-Vis: Exploring the Free-Form Visualization Processes of Children

Bishop, Fearn; Zagermann, Johannes; Pfeil, Ulrike; Sanderson, Gemma; Reiterer, Harald; Hinrichs, Uta

doi:10.1109/tvcg.2019.2934804

Cited by 33 publications

(31 citation statements)

References 31 publications

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“…For their tablet-based application, they investigated the exploration of genomics work using a vertical screen, three tablets, six Sifteobased tokens, and a smartphone. Bishop et al [39] presented Construct-A-Vis, a tablet-based tool designed to help explore the feasibility of group-based free-form and constructive visualization activities for elementary school children. They noted that shared visualization processes further prompted productive discussions and collaborative behaviors.…”

Section: Co-located Collaborative Visualizationsmentioning

confidence: 99%

Collaborative behavior, performance and engagement with visual analytics tasks using mobile devices

Chen

et al. 2020

Hum. Cent. Comput. Inf. Sci.

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Interactive visualizations are external tools that can support users’ exploratory activities. Collaboration can bring benefits to the exploration of visual representations or visualizations. This research investigates the use of co-located collaborative visualizations in mobile devices, how users working with two different modes of interaction and view (Shared or Non-Shared) and how being placed at various position arrangements (Corner-to-Corner, Face-to-Face, and Side-by-Side) affect their knowledge acquisition, engagement level, and learning efficiency. A user study is conducted with 60 participants divided into 6 groups (2 modes $$\times$$ × 3 positions) using a tool that we developed to support the exploration of 3D visual structures in a collaborative manner. Our results show that the shared control and view version in the Side-by-Side position is the most favorable and can improve task efficiency. In this paper, we present the results and a set of recommendations that are derived from them.

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Section: Co-located Collaborative Visualizationsmentioning

confidence: 99%

Collaborative behavior, performance and engagement with visual analytics tasks using mobile devices

Chen

et al. 2020

Hum. Cent. Comput. Inf. Sci.

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“…LAD studies in learning environments beyond higher education would illuminate our understanding of how LAD applications function or could function to support different types of learners. For example, children‐specific stages of development (Bjorklund, 2018) may require LADs for children to present different levels of information scaffolding to support visual mapping processes based on the type of pedagogical uses (individual exploration vs. group activity) and data presented (Bishop et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Staying on target: A systematic literature review on learner‐facing learning analytics dashboards

Valle

Antonenko

Dawson

et al. 2021

Brit J Educational Tech

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The advances in technology to capture and process unprecedented amounts of educational data has boosted the interest in Learning Analytics Dashboard (LAD) applications as a way to provide meaningful visual information to administrators, parents, teachers and learners. Despite the frequent argument that LADs are useful to support target users and their goals to monitor and act upon the information provided, little is known about LADs’ theoretical underpinnings and the alignment (or lack thereof) between LADs intended outcomes and the measures used to evaluate their implementation. However, this knowledge is necessary to illuminate more efficient approaches in the development and implementation of LAD tools. Guided by the self‐regulated learning perspective and using the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) framework, this systematic literature review addressed this gap by examining whether and how learner‐facing LAD’s target outcomes align with the domain measures used to evaluate their implementations. Out of the 1297 papers retrieved from 15 databases, 28 were included in the final quantitative and qualitative analysis. Results suggested an intriguing lack of alignment between LADs’ intended outcomes (mostly cognitive domain) and their evaluation (mostly affective measures). Based on these results and on the premise that LADs are designed to support learners, a critical recommendation from this study is that LADs’ target outcomes should guide the selection of measures used to evaluate the efficacy of these tools. This alignment is critical to enable the construction of more robust guidelines to inform future endeavours in the field. What is already known about this topic There has been an increased interest and investment in learning analytics dashboards to support learners as end‐users. Learner‐facing learning analytics dashboards are designed with different purposes, functionalities and types of data in an attempt to influence learners’ behaviour, achievement and skills. What this paper adds This paper reports trends and opportunities regarding the design of learner‐facing learning analytics dashboards, contexts of implementation, as well as types and features of learner‐facing learning analytics dashboard studies. The paper discusses how affect and motivation have been largely overlooked as target outcomes in learner‐facing learning analytics dashboards. Implications for practice and/or policy Based on the evidence gathered through the review, this paper makes recommendations for theory (eg, inclusion of motivation as an important target outcome). The paper makes recommendations related to the design, implementation and evaluation of learning analytics dashboards. The paper also highlights the need for further integration between learner‐facing learning analytics dashboards and open learner models.

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“…Researchers have tried various approaches from running workshops with tangible objects to creating games [34,58]. The games and tools created to teach visual literacy draw on a variety of strategies, from constructionist approaches to role playing [2,4,25]. This raises an important issue in visualization literacy, which is how to best teach students about visualization.…”

Section: Children's Graphical Understandingmentioning

confidence: 99%

Juvenile Graphical Perception: A Comparison between Children and Adults

Panavas¹

2022

Preprint

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Data visualization is pervasive in the lives of children as they en-counter graphs and charts in early education and online media.In spite of this prevalence, our guidelines and understanding ofhow children perceive graphs stem primarily from studies con-ducted with adults. Previous psychology and education researchindicates that children’s cognitive abilities are different from adults.Therefore, we conducted a classic graphical perception study on apopulation of children aged 8–12 enrolled in the Ivy After SchoolProgram in Boston, MA and adult computer science students en-rolled in Northeastern University to determine how accuratelyparticipants judge differences in particular graphical encodings. We record the accuracy of participants’ answers for five encodingsmost commonly used with quantitative data. The results of ourcontrolled experiment show that children have remarkably similargraphical perception to adults, but are consistently less accurateat interpreting the visual encodings. We found similar effective-ness rankings, relative differences in error between the differentencodings, and patterns of bias across encoding types. Based on ourfindings, we provide design guidelines and recommendations forcreating visualizations for children. This paper and all supplementalmaterials are available at https://osf.io/ygrdv.

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Construct-A-Vis: Exploring the Free-Form Visualization Processes of Children

Cited by 33 publications

References 31 publications

Collaborative behavior, performance and engagement with visual analytics tasks using mobile devices

Collaborative behavior, performance and engagement with visual analytics tasks using mobile devices

Staying on target: A systematic literature review on learner‐facing learning analytics dashboards

Juvenile Graphical Perception: A Comparison between Children and Adults

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