Telling Stories with Data Visualization

Rodríguez, María Teresa; Nunes, Sérgio; Devezas, Tiago

doi:10.1145/2804565.2804567

Cited by 32 publications

(10 citation statements)

References 12 publications

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“…Other lines of research on data-driven storytelling include projects in which information visualisation projects make use of storytelling techniques in order to better convey relevant aspects of a data set (see e.g. Segel & Heer, 2010;Rodríguez et al, 2015;Boy et al, 2015;Riche et al, 2018). Although data-driven techniques are being combined with storytelling approaches in these examples, they usually lack the personalisation aspect of the previous field.…”

Section: Related Workmentioning

confidence: 99%

Personalisation of data-driven storytelling

Meier¹,

Dinklage²,

Glinka

2021

Abstr. Int. Cartogr. Assoc.

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Section: Related Workmentioning

confidence: 99%

Personalisation of data-driven storytelling

Meier¹,

Dinklage²,

Glinka

2021

Abstr. Int. Cartogr. Assoc.

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“…Several authors (Deans et al, 2002;Hill, 2001;Koki, 1998;O'Brien, 2002;Salas & Indelacio, 2000) argue that teaching curricula should embed more storytelling tradition. Scientific applications comprise using stories as narratives to research data visualization (Kosara & Mackinlay, 2013;Rodríguez, Nunes, & Devezas, 2015). From the other side, technology is more often used to preserve the ancient stories, arts, culture, and herit-age to provide cultural sustainability for indigenous people.…”

Section: A Storytelling Approachmentioning

confidence: 99%

Let’s Tell a Story Together

Kelsey¹,

Zaliwski²

2017

InSITE Conference

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[This Proceedings paper was revised and published in the Interdisciplinary Journal of E-Skills and Lifelong Learning (IJELL)] Aim/Purpose: The teaching solution presented in this paper was implemented to overcome the common problems encountered by authors during years of practice of applied business studies teaching. Background: In our school, we have deep multicultural environments where both teachers and students are coming from different countries and cultures. The typical problems encountered with students include: not reading the case studies, language problems, different backgrounds and cultures, a different understanding of leadership in teamwork related to various management traditions, lack of student participation, and engagement in teamwork. Methodology: The above problems were solved on the basis of the novelty use of several tools usually used separately: a combination of case studies with visualization and current representation of knowledge related to the case study. The visualization context is provided by “rich picture” (as a part of SSM methodology) to create a shared understanding among students. Another ingredient of the proposed solution is based on Pacific storytelling tradition and the Pacific methodology of solving problems. Contribution: It was suggested the new delivery model strengthening advantages of case studies. Findings Studies and surveys made from 2009 to the present are promising. There is a visible improvement in students’ grades and observed changes in students’ behavior toward more active in-class participation. Recommendations for Practitioners: This paper focuses on implementation and technical aspects of the presented method. However, the application of the presented method needs robust and time-consuming preparation of the teacher before the class. Recommendation for Researchers: The current results show that the proposed method has the potential to improve students’ experience in applied business courses. The project is ongoing and will undergo progressive changes while collecting new experiences. The method may be applied to other types of courses. By focusing on the storytelling and rich picture, we avoid technological bias when we teach business problem-solving. We focus instead on teaching students the social-organizational interactions influencing the problem solution. Impact on Society Implementing of cultural sensitivity into the teaching process. Making teaching process more attractive for multicultural students. Future Research: Reducing teacher overload when using the method presented by the development of computerized tools. This is undergoing through utilizing Unreal Engine. Also, it is planned to enhance our team by artists and designers related to computer games.

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“…photos, drawings, stickers) may appeal to the “qualified self” rather than the “quantified self” that is commonly discussed in regard to PA self-monitoring [ 33 , 34 ]. A novel way to use this self-monitoring as a form of motivation targeting integrated regulation among breast cancer survivors is narrative visualization (NV), a process of using annotation to help tell a story related to data presentation [ 35 , 36 ]. NV uses drawings, photographs, and annotation to contextualize data.…”

Section: Introductionmentioning

confidence: 99%

Feasibility and thematic analysis of narrative visualization materials with physical activity monitoring among breast cancer survivors

Bentley

Karmarkar

et al. 2022

BMC Cancer

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Background Breast cancer survivors have a unique risk for negative health outcomes. Engaging in routine physical activity (PA) can reduce these risks. However, PA levels are low among this population. Narrative visualization (NV) is a technique that uses drawings, photographs, and text to contextualize data, which may increase integrated regulation, or motivation related to personal values and identity. A PA intervention targeting breast cancer survivors using an NV strategy may improve PA behavior. The purpose of this study was to determine whether scrapbooking activities could successfully be used as an NV strategy for older (55+) breast cancer survivors. Methods Breast cancer survivors were given workbooks, wearable electronic activity monitors, instant cameras, and art supplies including a variety of stickers (e.g., emojis, affirmations). Participants were instructed to use these materials for 7 days. The workbook pages prompted participants to re-draw their daily activity graphs from the wearable’s mobile app, then annotate them with text, photographs, stickers, etc. to reflect what the data meant to them. Hybrid thematic analysis was used to analyze the photographs, drawings, and written content to identify emergent themes. Content analysis was also used to investigate use of stickers and photographs. Results Of the 20 consented women (mean age 67 ± 5 years, 45% non-Hispanic white), 3 participants were lost to follow-up or unable to complete the procedures. The NV procedures were successfully utilized by the remaining 17 participants, who collectively used 945 stickers over 7 days, most of which were emojis. Emojis were both positively and negatively valanced. Participants took a mean of 9 photos over 7 days and completed workbook questions regarding current PA and PA goals. Themes within the photos included family, specific locations, everyday objects, religion, and friends. Themes within the written portions of the workbook included family, chores and obligations, health, personal reflection, hobbies, and shopping. Conclusions The materials provided allowed breast cancer survivors to successfully use NV techniques to reflect on their PA data and behavior. These techniques show promise for promoting integrated regulation in activity monitoring interventions. Trial registration This study was funded by the National Cancer Institute (R21CA218543) beginning July 1, 2018.

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Telling Stories with Data Visualization

Cited by 32 publications

References 12 publications

Personalisation of data-driven storytelling

Personalisation of data-driven storytelling

Let’s Tell a Story Together

Feasibility and thematic analysis of narrative visualization materials with physical activity monitoring among breast cancer survivors

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