Visualization Empowerment: How to Teach and Learn Data Visualization

The concept of visualisation literacy encompasses the ability to read, write, and create visualiza- tions of data using digital or physical representations and is becoming an important asset for a data- literate, informed, and critical society. While many useful textbooks, blogs, and courses exist about data visualization—created by both academics and practitioners—little is known about 1) how learning processes in the context of visualization unfold and 2) what are the best practices to engage and to teach the theory and practice of data visualization to diverse audiences, ranging from children to adults, from novices to advances, from students to professionals, and including different domain backgrounds. Hence, the aim of this Dagstuhl Seminar is to collect, discuss, and systematize knowledge around the education and teaching of data visualization to empower people making effective and unbiased use of this powerful medium. To that end, we aim to:• Provide a cohesive overview of the state-of-the-art in visualization literacy (materials, skills, evaluation, etc.) and compile a comprehensive handbook for academics, teachers, and practitioners;• Collect and systematize learning activities to inform teaching visualization across a widerange of education scenarios in the form of a teaching activities cook-book.• Discuss open challenges and outline future research agendas to improve visualization literacyand education.Besides those outcomes, we aim to facilitate interdisciplinary research collaborations among attendees; researchers, practitioners, and educators from a wide range of background including data visualization, education, and data science

A Non-Custodial Wallet for CBDC: Design Challenges and Opportunities

Central Bank Digital Currency (CBDC) is a novel form of money that could be issued and regulated by central banks, offering benefits such as programmability, security, and privacy. However, the design of a CBDC system presents numerous technical and social challenges. This paper presents the design and prototype of a non-custodial wallet, a device that enables users to store and spend CBDC in various contexts. To address the challenges of designing a CBDC system, we conducted a series of workshops with internal and external stakeholders, using methods such as storytelling, metaphors, and provotypes to communicate CBDC concepts, elicit user feedback and critique, and incorporate normative values into the technical design. We derived basic guidelines for designing CBDC systems that balance technical and social aspects, and reflect user needs and values. Our paper contributes to the CBDC discourse by demonstrating a practical example of how CBDC could be used in everyday life and by highlighting the importance of a user-centred approach.Comment: 25 pages, 12 figure

Data storytelling in social communication

Przedmiotem tekstu jest data storytelling. Celem badań było wskazanie obszarów zastosowania data storytellingu, a także syntetyczne omówienie technologii, twórców oraz sposobów kreowania opowieści opartych na danych. Zastosowano analizę i krytykę piśmiennictwa. Przedstawiono zagadnienie dziennikarstwa danych i pozostałe pola wykorzystania data storytellingu. Do twórców opowieści opartych na danych zaliczono m.in. dziennikarzy, analityków danych, projektantów UX, artystów, historyków, śledczych, nauczycieli, wspomniano też o narracjach kreowanych przez programy komputerowe. Wyróżniono zasady, etapy i zabiegi narracyjne stosowane w data storytellingu. Przedstawiono również zagadnienie obiektywności przekazu w data storytellingu.The research concerns data storytelling. The aim was to identify the fields, creators, technologies and modalities of data storytelling. As a result of literature review, the author described data journalism and compiled a list of other application fields of data storytelling. According to the findings, data stories are created, among others, by journalists, data analysts, UX designers, artists, historians, investigators, teachers and computer software. Rules, steps and narrative techniques used in data storytelling were listed. Finally, the issue of the objectivity in data storytelling was presented

Comparing Comics and Illustrated Texts in Multimedia Learning

The purpose of this research was to examine how different forms of media, in particular science comics and illustrated texts, contribute to different patterns of learning. While the standard illustrated text seen in a textbook has been a useful tool for instruction, science comics appear to be an alternative that could be used in lieu of media that use the traditional illustrated text format. The comic format, known more for its visual appeal to readers, is consistent with the principles of the Cognitive Theory of Multimedia Learning (Mayer, 2009), though comprehension may require different mechanisms (Cohn, 2013a). It was hypothesized that the joint processing of the narrative in the text and the visual narrative in the illustrations could make the comic format more effective for acquiring and remembering scientific information. Two experiments were conducted using explicit and inferential question types to compare performance between comics, illustrated texts, and text-only materials. Both verbatim and applied question types were included to see if performance changed based on the type of mental representation required to answer questions correctly. Image recognition checks revealed poor target-lure discrimination ability, which suggests that participants were not focusing on illustrated text images when presented. Null findings from these experiments may have implications for theory and future studies

Welten neu entdecken -- Analyse der Potenziale von Comics für das geographische Denken

Diese Dissertationsschrift soll die Frage näher beleuchten, wie Comics das Verstehen geographischer Inhalte unterstützen können, insbesondere im Zusammenhang mit Karten. Dafür wurden drei empirische Studien durchgeführt, die Lernprozesse mit Comics näher beleuchten. Dabei wurde untersucht, inwieweit sowohl das Produzieren als auch das Rezipieren von didaktischen Comics förderlich für den Geographieunterricht sein kann. Der Fokus lag stets auf dem Nachdenken über und dem Verständnis von Raum. Für diese Forschungsarbeit wurde intensiv mit der Verschmelzung von Karten und Comics experimentiert. Da die Forschung zum Einsatz von Comics im Geographieunterricht noch ein relativ junges Feld ist, sollte zunächst untresucht werden, inwieweit sich Comics für die Kommunikation über Raum überhaupt eignen. In einer Studie wurden Comics, die von Studierenden erstellt wurden, unter den Gesichtspunkten der Raumdarstellung analysiert. Es konnte festgestellt werden, dass die Arbeit an Comics die Ausdrucksmöglichkeiten der Lernenden erweiterten und somit tiefe Einblicke in ihr Raumverständnis eröffneten. Neben der Produktion kann auch die Rezeption von Comics eine wichtige Rolle für den Geographieunterricht spielen. Insbesondere die Verbindung von Comics und Karten ist hier von großem Interesse. Mit Hilfe der Eye-Tracking-Methode wurden Strategien sichtbar, die zu einem erfolgreichen Lernen mit Comics führen. Das Verständnis der Inhalte korrelierte dabei mit der Aufmerksamkeit, die die Lernenden auf Figuren und Karte im Comic legten. Die Erkenntnisse aus dem Eye-Tracking-Experiment konnten für die Entwicklung eines Comics zum Thema Klimawandel genutzt werden. In einer Vergleichsstudie zwischen den Lernerfolgen, die mit dem Comic und denen, die mit einem inhaltsgleichen Sachtext erzielt wurden, stellte sich heraus, dass Comics ein besseres Verständnis der Inhalte und eine bessere Merkfähigkeit ermöglichten. In der abschließenden Diskussion im Licht der vorliegenden Forschungsergebnisse wird erörtert, inwieweit Comics auch für die Bildung hin zu einer mündigen Geomediennutzung dienen können. Sowohl Produktion als auch Rezeption von Comics werden unter den Aspekten der Argumentation, Reflexion und Partizipation betrachtet

Improving the effectiveness of public health infographics through design principle application

Infographics have been recognised as an effective and accessible method of information communication, leading to their common use in the dissemination of public health information. However, current design outputs in this field are not frequently produced by information design specialists, resulting in variable design quality. This project looked to address this problem, by investigating the development process for a tool that would allow such users with limited design training to maximise the effectiveness of their infographic outputs. First, a literature review was conducted to define research-based design principles that were applicable to infographics. The value of these principles was then investigated, experimentally comparing user performance with 3 infographic design variations. These design variations applied the design principles to variable degrees; establishing that a high proportion of principles should be applied to maximise user performance. Next, the principles were reduced from 84 to 20, aiming to retain the most salient and maximising accessibility for the non-designer audience. These final principles were developed into motion graphic education resource, aiming to optimise adherence and teach this demographic to successfully apply the principles in their own design. The resource was later tested by conducting a generative design investigation that required 9 healthcare professionals to design a public health infographic, both before and after accessing the resource. Comparative experimental testing on these design outputs revealed that use of the motion graphics resulted in significantly more effective designs, measured by information location efficiency, memorability, and user opinion. This established a successful process for developing effective design education tools, and identified motion graphics as an efficient teaching technique. As well as establishing the needs of the healthcare professional target audience through an iterative user-centred design process. Finally, concluding that use of this resource can be used to maximise the effectiveness of public health infographics, providing potential advantages to the prevention of future disease and protection of the public health

UrbanIxD: Exploring human interactions for the hybrid city

With the vision of ubiquitous computing becoming increasingly realised, a need is identified to create a better understanding of the relationship between person, place, and technology in the urban environment. The aim of this research in the field of Urban Interaction Design is to investigate how people’s emotional person-place relationships with personally meaningful places in their city of residence, can inform the design of technological devices and services that augment this urban lived experience in the hybrid city of the near future. Based on insights from social science studies of place attachment and research focusing on technology mediating the emotional experience of and in the urban environment, a holistic, human-centred bottom-up approach is taken. It investigates the full range of experiences-in-place and emotions from which emotional person-place relationships in the city develop. Using a three-staged, multimethod approach consisting of a Walking & Talking interview and two sedentary interviews with (speculative) evaluative map techniques, 45 emotional person-place relationships of eight residents of Edinburgh are investigated. This resulted in a taxonomy of 16 types of emotional experience-in-place, and identified potential for capturing, representing, consuming, and sharing emotional person-place relationship data based on different types of positive and negative emotional experience-in-place, different types of representations and sensorial experiences, the closeness of social relationships and shared interests, and to support the self-regulation of emotions. These main findings informed the design of a suite of three speculative design fictions in the form of two short films and a comic, to further explore this design space. These authentic, personally relevant, and provocative conversation pieces successfully engaged residents of Edinburgh in three focus groups on a human, personal level in an informed discussion, enabling critical reflection on current practices and interactions, and speculation about possible future scenarios for this unfamiliar design space. This contributed to a set of design guidelines for emotional experience-in-place. It serves as a framework for urban interaction designers to understand the context of, identify potential for, and inform the design of technological devices and services that leverage emotional person-place relationships in the hybrid city of the near future