Scientific Storytelling Using Visualization

Ma, Kwan‐Liu; Liao, Isaac; Frazier, Jennifer; Hauser, Helwig; Kostis, Helen-Nicole

doi:10.1109/mcg.2012.24

Cited by 106 publications

(20 citation statements)

References 4 publications

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“…Direct animation means no abstraction unless there are artificial cuts created, the storyline or -graph relate to the craft of comic [72], and storyline visualizations [66], [103] and the state machine is defined as an abstract machine from mathematics and computer science which represents procedures and sequential logic circuits. [31], [70]. The third scenario where animation is used in visualization are smooth animated transitions between visual encodings of the same data revealing different aspects [7], [42], [48], [69].…”

Section: Abstraction Conveying Emergence and Processmentioning

confidence: 99%

Pondering the Concept of Abstraction in (Illustrative) Visualization

Viola

Isenberg

2018

IEEE Trans. Visual. Comput. Graphics

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We explore the concept of abstraction as it is used in visualization, with the ultimate goal of understanding and formally defining it. Researchers so far have used the concept of abstraction largely by intuition without a precise meaning. This lack of specificity left questions on the characteristics of abstraction, its variants, its control, or its ultimate potential for visualization and, in particular, illustrative visualization mostly unanswered. In this paper we thus provide a first formalization of the abstraction concept and discuss how this formalization affects the application of abstraction in a variety of visualization scenarios. Based on this discussion, we derive a number of open questions still waiting to be answered, thus formulating a research agenda for the use of abstraction for the visual representation and exploration of data. This paper, therefore, is intended to provide a contribution to the discussion of the theoretical foundations of our field, rather than attempting to provide a completed and final theory.

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Section: Abstraction Conveying Emergence and Processmentioning

confidence: 99%

Pondering the Concept of Abstraction in (Illustrative) Visualization

Viola

Isenberg

2018

IEEE Trans. Visual. Comput. Graphics

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“…In this context, data storytelling has been widely used by journalists as a means to engage and inform through "interactive graphics and narratives" (Segel & Heer, 2010). Current reported uses of data storytelling techniques have focused on helping presenters tell more compelling stories through a clear (written or spoken) narrative supported by data visualizations (Knaflic, 2015); communicating scientific data (Ma, Liao, Frazier, Hauser, & Kostis, 2012); and teaching dynamic networks in an educational context (Bach et al, 2016). Ryan (2016) and Knaflic (2015) have identified a set of "golden principles" that can be applied when crafting a story with data.…”

Section: Foundations For Educational Data Storytellingmentioning

confidence: 99%

Exploratory versus Explanatory Visual Learning Analytics: Driving Teachers’ Attention through Educational Data Storytelling

et al. 2018

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From a human-centred computing perspective, supporting the interpretation of educational dashboards and visualizations by the people intended to use them exposes critical design challenges that may often be trivialized. Empirical evidence already shows that "usable" visualizations are not necessarily effective from an educational perspective. Since an educator's interpretation of visualized data is essentially the construction of a narrative about student progress, in this paper, we propose the concept of "Educational Data Storytelling" as an approach for explaining student data by aligning educational visualizations with the intended learning design. We present a pilot study that explores the effectiveness of these data storytelling elements based on educator responses to prototypes by analyzing the kinds of stories they articulate, their eye-tracking behaviour, and their preferences after inspecting a series of student data visualizations. The dual purpose is to understand the contribution of each visual element for data storytelling, as well as the effectiveness of the enhancements when combined. 1 Notes for Practice  The learning analytics field, to effectively support teaching and learning visually, needs to move on from visual analytics that invite users to explore the data, to visualizations that explain insights.  In this paper, we propose the concept of "Educational Data Storytelling" as an approach to designing visual learning analytics interfaces that explain student data by aligning educational visualizations with the learning design intended by the teacher.  We see the potential of learning-design-driven data storytelling elements to support sensemaking by guiding students and teachers to "one learning story per visualization," given that learning is a complex task.

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“…Data stories -presenting data and findings using visualizations in a narrative context -can be used to convey knowledge, share and interpret experiences (Elias et al, 2013). Using stories, data can become more interesting, memorable, comprehensible, credible, and accessible to the general public (Ma et al, 2012).…”

Section: Why Narratives?mentioning

confidence: 99%