A two-stage framework for designing visual analytics systems to augment organizational analytical processes

A perennially interesting research topic in the field of visual analytics is how to effectively develop systems that support organizational knowledge worker’s decision-making and reasoning processes. The primary objective of a visual analytic system is to facilitate analytical reasoning and discovery of insights through interactive visual interfaces. It also enables the transfer of capability and expertise from where it resides to where it is needed–across individuals, and organizations as necessary. The problem is, however, most domain analytical practices generally vary from organizations to organizations. This leads to the diversified design of visual analytics systems in incorporating domain analytical processes, making it difficult to generalize the success from one domain to another. Exacerbating this problem is the dearth of general models of analytical workflows available to enable such timely and effective designs. To alleviate these problems, this dissertation presents a two-stage framework for informing the design of a visual analytics system. This two-stage design framework builds upon and extends current practices pertaining to analytical workflow and focuses, in particular, on investigating its effect on the design of visual analytics systems for organizational environments. It aims to empower organizations with more systematic and purposeful information analyses through modeling the domain users’ reasoning processes. The first stage in this framework is an Observation and Designing stage, in which a visual analytic system is designed and implemented to abstract and encapsulate general organizational analytical processes, through extensive collaboration with domain users. The second stage is the User-centric Refinement stage, which aims at interactively enriching and refining the already encapsulated domain analysis process based on understanding user’s intentions through analyzing their task behavior. To implement this framework in the process of designing a visual analytics system, this dissertation proposes four general design recommendations that, when followed, empower such systems to bring the users closer to the center of their analytical processes. This dissertation makes three primary contributions: first, it presents a general characterization of the analytical workflow in organizational environments. This characterization fills in the blank of the current lack of such an analytical model and further represents a set of domain analytical tasks that are commonly applicable to various organizations. Secondly, this dissertation describes a two-stage framework for facilitating the domain users’ workflows through integrating their analytical models into interactive visual analytics systems. Finally, this dissertation presents recommendations and suggestions on enriching and refining domain analysis through capturing and analyzing knowledge workers’ analysis processes. To exemplify the generalizability of these design recommendations, this dissertation presents three visual analytics systems that are developed following the proposed recommendations, including Taste for Xerox Corporation, OpsVis for Microsoft, and IRSV for the U.S. Department of Transportation. All of these systems are deployed to domain knowledge workers and are adopted for their analytical practices. Extensive empirical evaluations are further conducted to demonstrate efficacy of these systems in facilitating domain analytical processes

Understanding the bi-directional relationship between analytical processes and interactive visualization systems

Interactive visualizations leverage the human visual and reasoning systems to increase the scale of information with which we can effectively work, therefore improving our ability to explore and analyze large amounts of data. Interactive visualizations are often designed with target domains in mind, such as analyzing unstructured textual information, which is a main thrust in this dissertation. Since each domain has its own existing procedures of analyzing data, a good start to a well-designed interactive visualization system is to understand the domain experts' workflow and analysis processes. This dissertation recasts the importance of understanding domain users' analysis processes and incorporating such understanding into the design of interactive visualization systems. To meet this aim, I first introduce considerations guiding the gathering of general and domain-specific analysis processes in text analytics. Two interactive visualization systems are designed by following the considerations. The first system is Parallel-Topics, a visual analytics system supporting analysis of large collections of documents by extracting semantically meaningful topics. Based on lessons learned from Parallel-Topics, this dissertation further presents a general visual text analysis framework, I-Si, to present meaningful topical summaries and temporal patterns, with the capability to handle large-scale textual information. Both systems have been evaluated by expert users and deemed successful in addressing domain analysis needs. The second contribution lies in preserving domain users' analysis process while using interactive visualizations. Our research suggests the preservation could serve multiple purposes. On the one hand, it could further improve the current system. On the other hand, users often need help in recalling and revisiting their complex and sometimes iterative analysis process with an interactive visualization system. This dissertation introduces multiple types of evidences available for capturing a user's analysis process within an interactive visualization and analyzes cost/benefit ratios of the capturing methods. It concludes that tracking interaction sequences is the most un-intrusive and feasible way to capture part of a user's analysis process. To validate this claim, a user study is presented to theoretically analyze the relationship between interactions and problem-solving processes. The results indicate that constraining the way a user interacts with a mathematical puzzle does have an effect on the problemsolving process. As later evidenced in an evaluative study, a fair amount of high-level analysis can be recovered through merely analyzing interaction logs

The State of the Art in Cartograms

Cartograms combine statistical and geographical information in thematic maps, where areas of geographical regions (e.g., countries, states) are scaled in proportion to some statistic (e.g., population, income). Cartograms make it possible to gain insight into patterns and trends in the world around us and have been very popular visualizations for geo-referenced data for over a century. This work surveys cartogram research in visualization, cartography and geometry, covering a broad spectrum of different cartogram types: from the traditional rectangular and table cartograms, to Dorling and diffusion cartograms. A particular focus is the study of the major cartogram dimensions: statistical accuracy, geographical accuracy, and topological accuracy. We review the history of cartograms, describe the algorithms for generating them, and consider task taxonomies. We also review quantitative and qualitative evaluations, and we use these to arrive at design guidelines and research challenges

Analogical Problem Solving: An Exploratory Analysis of the Facilitating Effects of Type of Training, Analog Type, and Level of Expertise on Spontaneous Transfer

Research on analogical problem solving has delineated several factors that impact one\u27s ability to spontaneously generate a correct solution strategy to a target problem. These factors include, but are not limited to, type of analogy provided to subjects (i.e., partial versus complete), the level of isomorphism between analogies and target problems, and the solver\u27s level of analogical problem-solving expertise Recently, researchers have begun to focus on providing solvers with direct instruction on analogical problem-solving processes and strategies in an effort to augment analogical problem-solving ability. The most common type of instruction (i.e., teacher-generated) involves providing direct instruction on problem-solving processes and strategies without input from the solver. A second type of instruction (i.e., learner-generated) that has gained some attention in the literature but has not yet been tested in the realm of analogical problem solving involves learners actively participating in developing analogical problem-solving strategies while being guided by the instructor. Using an experimental design. the present study examined the differential effects of type of analogue (i.e., partial versus complete), level of expertise (i.e., novice versus expert). and type of training (teacher-generated, learner-generated, or no training) on spontaneous generation of correct solution strategies to two target problems. Findings indicate that solvers. regardless of training group or ability level. were better able to solve the target problem to the complete analogies than the target problem to the partial analogies. x2 (1, N = 116) = 18, p \u3c .001; d = .85. Moreover, there was no advantage for expert solvers to participate in problem-solving training. However. when examining novice solvers. findings indicate that direct instruction on problem-solving processes and strategies resulted in better performance when solving the partial analogy than did no instruction (d = .61). Also, active participation in the learning process resulted in better performance when solving the partial analogy than did no instruction (d = .80). Limitations of the study, implications for educators, and recommendations for future studies are provided

Interactive maps: What we know and what we need to know

This article provides a review of the current state of science regarding cartographic interaction a complement to the traditional focus within cartography on cartographic representation. Cartographic interaction is defined as the dialog between a human and map mediated through a computing device and is essential to the research into interactive cartography geovisualization and geovisual analytics. The review is structured around six fundamental questions facing a science of cartographic interaction: (1) what is cartographic interaction (e.g. digital versus analog interactions interaction versus interfaces stages of interaction interactive maps versus mapping systems versus map mash-ups); (2) why provide cartographic interaction (e.g. visual thinking geographic insight the stages of science the cartographic problematic); (3) when should cartographic interaction be provided (e.g. static versus interactive maps interface complexity the productivity paradox flexibility versus constraint work versus enabling interactions); (4) who should be provided with cartographic interaction (e.g. user-centered design user ability expertise and motivation adaptive cartography and geocollaboration); (5) where should cartographic interaction be provided (e.g. input capabilities bandwidth and processing power display capabilities mobile mapping and location-based services); and (6) how should cartographic interaction be provided (e.g. interaction primitives objective-based versus operator-based versus operand-based taxonomies interface styles interface design)? The article concludes with a summary of research questions facing cartographic interaction and offers an outlook for cartography as a field of study moving forward

Nonword Item Generation: Predicting Item Difficulty in Nonword Repetition

abstract: The current study employs item difficulty modeling procedures to evaluate the feasibility of potential generative item features for nonword repetition. Specifically, the extent to which the manipulated item features affect the theoretical mechanisms that underlie nonword repetition accuracy was estimated. Generative item features were based on the phonological loop component of Baddelely's model of working memory which addresses phonological short-term memory (Baddeley, 2000, 2003; Baddeley & Hitch, 1974). Using researcher developed software, nonwords were generated to adhere to the phonological constraints of Spanish. Thirty-six nonwords were chosen based on the set item features identified by the proposed cognitive processing model. Using a planned missing data design, two-hundred fifteen Spanish-English bilingual children were administered 24 of the 36 generated nonwords. Multiple regression and explanatory item response modeling techniques (e.g., linear logistic test model, LLTM; Fischer, 1973) were used to estimate the impact of item features on item difficulty. The final LLTM included three item radicals and two item incidentals. Results indicated that the LLTM predicted item difficulties were highly correlated with the Rasch item difficulties (r = .89) and accounted for a substantial amount of the variance in item difficulty (R2 = .79). The findings are discussed in terms of validity evidence in support of using the phonological loop component of Baddeley's model (2000) as a cognitive processing model for nonword repetition items and the feasibility of using the proposed radical structure as an item blueprint for the future generation of nonword repetition items.Dissertation/ThesisM.A. Educational Psychology 201

Storytelling Maps Classification

Interactive maps play an increasingly important part in various fields including journalism, education, traveling, and entertainment, among others. Interactive maps require interactive user engagement. The scope of this interaction can vary from the basic mouse scroll to the complex logical sequence of steps including extensive toolboxes. One of the major applications of interactive maps is in storytelling. A map serves as a powerful tool to tell a story and modern technologies make this tool flexible and potent. This research seeks to analyze and compare cartographic JavaScript APIs and libraries, and to classify storytelling maps with a concentration on ‘path visualization’ type of maps and their technical implementation with an extensive review regarding the function of maps-related API/libraries work under the hood and their improvement. Additional material to this work, a web platform, demonstrates an example of each class and subclass of the classification. The proposed classification has been evaluated by reviewers working with interactive storytelling maps. The web platform provides examples discussed in this work. The main chapter always references this platform, therefore readers have to adopt the web platform as an essential part of this work during reading: https://konstantinbiryukov.github.io/storytelling-classification/

Aplicações de game learning analytics na abordagem sobre conceitos de matemática

Este trabalho apresenta um mapeamento sistemático, com a finalidade de entender como estão as pesquisas sobre o tema de Game Learning Analytics - GLA, aplicado com as técnicas de Mineração de Dados Educacionais - (MDE) no contexto dos conteúdos de matemática. A análise destas abordagens fornece contribuições para identificar os conteúdos da matemática que são abordados com GLA, as técnicas MDE utilizadas em games voltados para aprendizagem de matemática, as aplicações learning analytics (LA) na aprendizagem de matemática. Em relação a análise das técnicas, encontramos técnicas como Teste-t, Regressão logística, rede bayesiana, árvore de classificação, regressão linear, correlação, análise de variância e sobrevivência que são métodos que estão sendo mais aplicados à análise de aprendizagem de jogos. Os resultados obtidos com este mapeamento sistemático indicam, uma ausência dos conteúdos de matemática voltados para a aprendizagem dos estudantes do Ensino Fundamental dos Anos Finais. Os resultados desta pesquisa abrangem as principais lacunas de pesquisa envolvendo GLA na educação básica

Organická paměť v embryonálním vývoji

Předložená disertační práce se zabývá tématem organické paměti, její definicí a funkcí, a stejně tak i jejími pojetími z různých historických hledisek. Užívám pojem "organické paměti" ve vztahu k autorům, kteří se tímto tématem již dříve zabývali (Elsasser 1987, Otis 1994, Barbieri 2003) a dále i jako pojem, který představuje paměť jinou než neuronovou/mozkovou. Obecné metafory paměti (v tomto případě paměti neuronové) jsou zásadně spojeny s pojmy jako úložiště, matice či místo. Pro spíše materialisticky založená pojetí paměti je navíc příznačné, že různé stavy jako emoce či vlastnosti mysli mohou být konkrétně lokalizovány v mozku. Na druhou stranu někteří filosofové popisovali paměť jako primárně časovou entitu bez konkrétní závislosti na hmotě či místě. Otázka organické paměti byla živá již v biologii 19. století, spojena především s filosofií lamarkismu (Hering 1870, Haeckel 1876, Butler 1910). Představy o organické paměti se v té době pohybovaly mezi vitalistickými a spíše materialistickými koncepcemi: v těch prvních byly buňkám či částečkám paměti přisuzovány psychologické atributy; ty druhé byly založeny na fyzikální či karteziánské doktríně a popisovaly paměť jako lokalizovatelné úložiště stop či fyzikálních vln. Nejdeterminističtější koncepce paměti jsou zakořeněny v metafoře počítače, i...The submitted thesis deals with the topic of organic memory, its definition and function, as well as its conceptions from various historical points of view. I use the term "organic memory" in respect to some authors who have previously dealt with this subject (Elsasser 1987, Otis 1994, Barbieri 2003) and also as a term by which to represent a kind of memory distinct from neuronal/cerebral memory. The general memory metaphors (in the case of neuronal memory) are essentially connected with terms such as storage, matrix, or place. For rather materialistic conception of memory, it is also symptomatic that different states such as emotions or mental faculties can be concretely localized in the brain tissue. On the contrary, some philosophers described memory as a primarily temporal entity without connection to place or matter. The question of organic memory was already vivid in 19th century biology, linked to Lamarckian philosophy (Hering 1870, Haeckel 1876, Butler 1910). The organic memory ideas floundered between vitalistic and rather materialistic conceptions: the first attributed some psychological features to cells or memory particles; the second was based on physics or in Cartesian doctrine, and described memory as essentially localized as a kind of storage of traces or patterns of physical waves....Katedra filosofie a dějin přírodních vědDepartment of Philosophy and History of SciencePřírodovědecká fakultaFaculty of Scienc

Distributed cognition and computer supported collaborative design: The organisation of work in construction engineering

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.The intellectual contribution of this thesis lies within the area of computer supported co-operative work (CSCW), and more specifically, computer supported co-operative design (CSCD). CSCW is concerned with the development of information systems and technological support for multi-participant work activities. Research into CSCW seeks to understand how people and organisations interact with one another, and to integrate this understanding with the development of computer based tools to support real world settings. Much of the technology developed to support the work of designers has been developed to aid individuals working alone, with tools like computer aided drafting (CAD), scheduling, and database software. The growth of interest in ‘groupware’ has led many technology developers to adapt these design tools for use in group situations. However, joint activities are different from those performed alone, and organisational structures can both interfere with, and supplement co-operative work practices in a way that the current technologies cannot provide support for. To develop effective group design tools, we need to understand more about collaborative processes in design. This thesis draws from the theoretical underpinning of cognitive science and the methods of anthropology and sociology, in an interdisciplinary study of design performance in the construction industry. Fieldwork is used as a method of qualitative data collection and this is examined within the analytic framework of distributed cognition. The results of this analysis provide a useful and usable description of the work of design that technology developers can use to support collaborative design work. In line with the methods of distributed cognition, the activities observed in the workplace studies are examined in terms of their processes and representations. The resources that were available to the design participants are made explicit, as are their situation-specific work patterns. Two case studies of design are examined. The first of these describes design work in a civil engineering project, which involves a number of different design activities. The second describes the work of consulting engineers in building design, focusing on a more limited design role, which is used to back up and supplement areas of the first study that were understood to be particularly relevant. The findings of the study demonstrate how design processes operate simultaneously at personal, organisational and inter-organisational levels. The distinction between the formal, organisational procedures, and the informal, social processes that compliment them is examined to show how these are interrelated in the performance of the design task and their importance to the mechanisms used to co-ordinate actions. The findings of the study have implications for the development of novel technologies to augment the engineering design process, and have already been used in the development of assistive design technologies. The thesis demonstrates that the framework of distributed cognition can be used in the analysis of cognition within a setting, involving multiple individuals, in concert with 'natural' and 'artificial' artefacts. The thesis makes clear a number of processes in design that can only be examined from a perspective which includes the social dimensions of work. The methods of study focus on the resources in collaborative activities, whilst the analysis, structured in terms of the representations and processes of collaborative activity, shows that the method can be used effectively in the development of CSCW and CSCD technologies