Evaluation of two interaction techniques for visualization of dynamic graphs

Several techniques for visualization of dynamic graphs are based on different spatial arrangements of a temporal sequence of node-link diagrams. Many studies in the literature have investigated the importance of maintaining the user's mental map across this temporal sequence, but usually each layout is considered as a static graph drawing and the effect of user interaction is disregarded. We conducted a task-based controlled experiment to assess the effectiveness of two basic interaction techniques: the adjustment of the layout stability and the highlighting of adjacent nodes and edges. We found that generally both interaction techniques increase accuracy, sometimes at the cost of longer completion times, and that the highlighting outclasses the stability adjustment for many tasks except the most complex ones.Comment: Appears in the Proceedings of the 24th International Symposium on Graph Drawing and Network Visualization (GD 2016

VRBridge: a Constructivist Approach to Supporting Interaction Design and End-User Authoring in Virtual Reality

For any technology to become widely-used and accepted, it must support end-user authoring and customisation. This means making the technology accessible by enabling understanding of its design issues and reducing its technical barriers. Our interest is in enabling end-users to author dynamic virtual environments (VEs), specifically their interactions: player interactions with objects and the environment; and object interactions with each other and the environment. This thesis describes a method to create tools and design aids which enable end-users to design and implement interactions in a VE and assist them in building the requisite domain knowledge, while reducing the costs of learning a new set of skills. Our design method is based in constructivism, which is a theory that examines the acquisition and use of knowledge. It provides principles for managing complexity in knowledge acquisition: multiplicity of representations and perspectives; simplicity of basic components; encouragement of exploration; support for deep reflection; and providing users with control of their process as much as possible. We derived two main design aids from these principles: multiple, interactive and synchronised domain-specific representations of the design; and multiple forms of non-invasive and user-adaptable scaffolding. The method began with extensive research into representations and scaffolding, followed by investigation of the design strategies of experts, the needs of novices and how best to support them with software, and the requirements of the VR domain. We also conducted a classroom observation of the practices of non-programmers in VR design, to discover their specific problems with effectively conceptualising and communicating interactions in VR. Based on our findings in this research and our constructivist guidelines, we developed VRBridge, an interaction authoring tool. This contained a simple event-action interface for creating interactions using trigger-condition-action triads or Triggersets. We conducted two experimental evaluations during the design of VRBridge, to test the effectiveness of our design aids and the basic tool. The first tested the effectiveness of the Triggersets and additional representations: a Floorplan, a Sequence Diagram and Timelines. We used observation, interviews and task success to evaluate how effectively end-users could analyse and debug interactions created with VRBridge. We found that the Triggersets were effective and usable by novices to analyse an interaction design, and that the representations significantly improved end-user work and experience. The second experiment was large-scale (124 participants) and conducted over two weeks. Participants worked on authoring tasks which embodied typical interactions and complexities in the domain. We used a task exploration metric, questionnaires and computer logging to evaluate aspects of task performance: how effectively end-users could create interactions with VRBridge; how effectively they worked in the domain of VR authoring; how much enjoyment or satisfaction they experienced during the process; and how well they learned over time. This experiment tested the entire system and the effects of the scaffolding and representations. We found that all users were able to complete authoring tasks using VRBridge after very little experience with the system and domain; all users improved and felt more satisfaction over time; users with representations or scaffolding as a design aid completed the task more expertly, explored more effectively, felt more satisfaction and learned better than those without design aids; users with representations explored more effectively and felt more satisfaction than those with scaffolding; and users with both design aids learned better but did not improve in any other way over users with a single design aid. We also gained evidence about how the scaffolding, representations and basic tool were used during the evaluation. The contributions of this thesis are: an effective and efficient theory-based design method; a case study in the use of constructivism to structure a design process and deliver effective tools; a proof-of-concept prototype with which novices can create interactions in VR without traditional programming; evidence about the problems that novices face when designing interactions and dealing with unfamiliar programming concepts; empirical evidence about the relative effectiveness of additional representations and scaffolding as support for designing interactions; guidelines for supporting end-user authoring in general; and guidelines for the design of effective interaction authoring systems in general

A Systematic and Minimalist Approach to Lower Barriers in Visual Data Exploration

With the increasing availability and impact of data in our lives, we need to make quicker, more accurate, and intricate data-driven decisions. We can see and interact with data, and identify relevant features, trends, and outliers through visual data representations. In addition, the outcomes of data analysis reflect our cognitive processes, which are strongly influenced by the design of tools. To support visual and interactive data exploration, this thesis presents a systematic and minimalist approach. First, I present the Cognitive Exploration Framework, which identifies six distinct cognitive stages and provides a high-level structure to design guidelines, and evaluation of analysis tools. Next, in order to reduce decision-making complexities in creating effective interactive data visualizations, I present a minimal, yet expressive, model for tabular data using aggregated data summaries and linked selections. I demonstrate its application to common categorical, numerical, temporal, spatial, and set data types. Based on this model, I developed Keshif as an out-of-the-box, web-based tool to bootstrap the data exploration process. Then, I applied it to 160+ datasets across many domains, aiming to serve journalists, researchers, policy makers, businesses, and those tracking personal data. Using tools with novel designs and capabilities requires learning and help-seeking for both novices and experts. To provide self-service help for visual data interfaces, I present a data-driven contextual in-situ help system, HelpIn, which contrasts with separated and static videos and manuals. Lastly, I present an evaluation on design and graphical perception for dense visualization of sorted numeric data. I contrast the non-hierarchical treemaps against two multi-column chart designs, wrapped bars and piled bars. The results support that multi-column charts are perceptually more accurate than treemaps, and the unconventional piled bars may require more training to read effectively. This thesis contributes to our understanding on how to create effective data interfaces by systematically focusing on human-facing challenges through minimalist solutions. Future work to extend the power of data analysis to a broader public should continue to evaluate and improve design approaches to address many remaining cognitive, social, educational, and technical challenges

EmoJar: Collecting and Reliving Memorable and Emotionally Impactful Digital Content

Tese de mestrado, Informática, Universidade de Lisboa, Faculdade de Ciências, 2019Nowadays, the consumption of digital content occupies a significant part of our days. Indeed, accessing and promptly consuming a wide variety of digital content – ranging from video and audio, to images and text – has never been easier, with the proliferation of new technological solutions (among which smartphones and tablets naturally stand out), the availability of countless applications and platforms for accessing digital content, and the democratisation of the Internet all having contributed to this. In addition to promoting and supporting cognition, learning, and creative thinking, contributing to our productivity, and playing a very significant role in what our daily entertainment is concerned, digital content is highly capable of evoking a wide range of emotions, of regulating and improving our mood, of helping us become more aware of our emotions, and of fostering positive attitudes, all of which positively contribute to our psychological wellbeing and quality of life. Although digital content has all this potential – that of being emotionally impactful and capable of promoting and supporting the psychological wellbeing of those who consume it – few applications and platforms are dedicated to exploring it, with even fewer offering its users the means and mechanisms by which they may describe and later understand what has made a given digital content memorable, emotionally impactful, and capable of promoting one’s psychological wellbeing. In that sense, this work will address the consumption of digital content, the experience of emotions, and the ways in which both relate and contribute to the psychological wellbeing of individuals, and then propose and describe the emoJar system, which was designed based on the Happiness Jar concept (where we have a jar in which we place small pieces of paper describing things that made us feel happy, proud, or grateful, to be later recalled), and developed as an extension to the Media4WellBeing application that allows its users to not only collect and later reexperience digital content that they have considered memorable and that has positively contributed to their psychological wellbeing, but also makes it possible for them to describe, recall, relive, and above all understand what emotions (recognized through the optional use of physiological sensors, and/or through self-report) were experienced throughout said digital content’s consumption and why. Throughout this document, we will present a set of studies, concepts, applications, and platforms that have somehow inspired the design and development of the emoJar system, whose user evaluation results were very encouraging (with the proposed solution having been praised for its usability, usefulness, satisfaction, and ease of use, and seen as appealing and possessing certain ergonomic and hedonic qualities) and gave us a clear idea of the aspects that should be improved and explored. In the future, we expect to evolve this work’s concepts and mechanisms even further, always with the ultimate goal of contributing to individuals’ development and psychological wellbeing (a goal that is aligned with those of Positive Psychology and Positive Computing, two scientific fields that informed the development of this work).Atualmente, o consumo de conteúdos digitais ocupa uma parte significativa dos nossos dias. De facto, aceder e prontamente consumir uma grande variedade de conteúdos digitais – desde vídeo (do mais pequeno clipe, ao mais longo e elaborado filme) e áudio (desde podcasts, a audiolivros e música), a imagens (como “memes”, GIF’s animados, e fotografias de situações, pessoas, e paisagens deslumbrantes) e texto (factual ou literário) – nunca foi tão fácil, tendo para tal contribuído a proliferação de novas soluções tecnológicas (entre as quais naturalmente se destacam os smartphones e tablets), a disponibilização de inúmeras aplicações e plataformas de acesso a conteúdos digitais (como o YouTube e o Spotify, no caso do vídeo e áudio, respectivamente), e a democratização da Internet. Para além de reconhecidamente promoverem e suportarem a cognição, aprendizagem, e pensamento criativo, de contribuírem para a nossa produtividade, e de terem um papel muito significativo no que ao nosso entretenimento diário respeita, os conteúdos digitais são altamente capazes de despertar em nós uma panóplia de emoções, de regular e melhorar o nosso humor, de nos tornar mais conscientes das nossas emoções, e de fomentar atitudes positivas, aspectos que contribuem positivamente para o nosso bem-estar psicológico e qualidade de vida. Apesar dos conteúdos digitais terem todo este potencial – o de serem emocionalmente impactantes e capazes de promover e dar suporte ao bem-estar psicológico de quem os consome – poucas são as aplicações e plataformas que se dedicam a explorá-lo, e ainda menos são aquelas que oferecem aos seus utilizadores os meios e mecanismos necessários para descrever e mais tarde entender o que tornou um determinado conteúdo digital memorável, emocionalmente impactante, e promotor do seu bem-estar psicológico. Nesse sentido, neste trabalho abordaremos o consumo de conteúdos digitais, a experiência de emoções, e a forma como ambos se relacionam e contribuem para o bem-estar psicológico de um indivíduo, para de seguida propor e descrever o sistema emoJar, que foi projectado tendo como base o conceito da Happiness Jar (em que temos uma jarra na qual depositamos pequenos papelinhos que essencialmente descrevem coisas que nos fizeram sentir felizes, orgulhosos, ou gratos, para mais tarde recordar), e desenvolvido como uma extensão à aplicação Media4WellBeing para permitir que os seus utilizadores, para além de coleccionarem para mais tarde voltarem a experienciar conteúdos digitais que tenham considerado memoráveis e que tenham positivamente contribuído para o seu bem-estar psicológico, possam também descrever e mais tarde recordar, reviver, e sobretudo entender que emoções (reconhecidas através do uso opcional de sensores fisiológicos, e/ou por via do autorrelato) foram experienciadas aquando do seu consumo e porquê. De uma forma muito concreta e sucinta, no primeiro capítulo do presente documento, começaremos por apresentar: 1) o que motivou o desenvolvimento deste trabalho e da solução proposta; 2) que objectivos é que nos propusemos a atingir com a solução concebida; 3) em que contextos é que este trabalho e a solução proposta se inserem; 4) qual é o nosso contributo para o estado da arte; 5) que planeamento é que seguimos para desenvolver este trabalho e a solução proposta; e 6) de que forma é que este trabalho se encontra organizado. No segundo capítulo, passaremos em revista um conjunto de estudos e conceitos relacionados com o tema deste trabalho, tratando para o efeito tópicos como: 1) o bem estar, as suas dimensões (objectiva e subjectiva), as áreas científicas que directa ou indirectamente dele se ocupam (como a Psicologia Positiva, a Computação Positiva, e a Computação Afectiva), o que é e em que consiste a Happiness Jar, e que impacto é que esta e os conteúdos digitais podem ter no bem-estar; 2) a história, definições, e especificidades das emoções; 3) os modelos emocionais existentes e mais relevantes, devidamente categorizados e ilustrados; 4) as associações que se fazem entre cores e emoções; 5) as diferentes formas que temos de experienciar, expressar, e reconhecer emoções; e 6) o que são, e que uso pode ser feito de sensores fisiológicos e, em seu complemento ou alternativa, de sensores de dispositivos móveis (i.e., smartphones e tablets). No terceiro capítulo, faremos um levantamento das ferramentas, aplicações, plataformas, e trabalhos que já existem e estão relacionados com o nosso (não só a fim de destacar as várias contribuições feitas pelos investigadores que nos antecederam, como também para colocar as nossas próprias contribuições no contexto adequado), desta feita cobrindo: 1) as plataformas que dão acesso a uma imensa e variada quantidade de conteúdos digitais, devidamente categorizadas por vídeo (Netflix, TED.com, Vimeo, e YouTube), áudio (Spotify, sendo feita alusão a plataformas similares), e imagem (Flickr e Pinterest); 2) aplicações que exploram a dimensão emocional dos conteúdos digitais (iFelt, MovieClouds, As Music Goes By, e Media4WellBeing); e 3) e as aplicações que se relacionam com o projecto da Happiness Jar (The Gratitude Jar, The Happiness Jar, HappiJar, e Cove). No quarto capítulo, faremos uma apresentação de alto nível (i.e., daquilo que é imediatamente visível) do sistema emoJar, começando por descrever os requisitos funcionais e não-funcionais definidos, passando de seguida pela descrição do processo de desenho da interface, e concluindo com a apresentação de cada página e elemento que compõe este sistema. No quinto capítulo, mergulhamos nas águas profundas do desenvolvimento e implementação do sistema emoJar e das suas funcionalidades, começando por discutir as ferramentas e tecnologias utilizadas, seguindo para a sua arquitectura e modelo de dados, e finalmente discutindo a implementação das funcionalidades mais relevantes de cada página apresentada no capítulo anterior. Ao longo de todo este capítulo (e no decorrer do próximo também), descrevem-se os vários desafios com que nos deparámos, as decisões que se tiveram de tomar em função desses desafios, e reconhecem-se pelo caminho algumas das limitações do sistema, decorrentes da falta de familiaridade com certas tecnologias, da falta de tempo, e de outros constrangimentos que se impuseram e que não tivemos como antecipar ou sequer controlar. No final deste capítulo, apresentam-se algumas métricas relacionadas com a implementação deste sistema (nomeadamente, a quantidade de linhas de código que foram escritas em cada ficheiro que o compõe), bem como o esforço que foi feito para que, de futuro, seja fácil manter, melhorar, e sobretudo perceber o que cada componente do sistema faz e como funciona. No sexto e penúltimo capítulo, esclarecemos os objectivos da avaliação que foi feita com utilizadores. Descrevemos também todos os passos que se seguiram e tarefas que se realizaram (um total de 10, descritas no presente documento e também num guião que se encontra anexado no final do mesmo) para que, junto destes mesmos utilizadores, nos fosse possível aferir a usabilidade, utilidade, satisfação, e facilidade de uso percebida de cada página e componente do sistema emoJar. Quanto aos resultados da avaliação (bastante encorajadores, tendo a solução proposta sido enaltecida pelo seu conceito, e vista como apelativa e detentora de certas qualidades ergonómicas e hedónicas), esses são apresentados primeiro por extenso e ao detalhe na sua respectiva secção, e mais tarde resumidos ao essencial em duas tabelas. No sétimo e último capítulo, apresentamos a conclusão deste trabalho, e que desenvolvimentos futuros temos planeados para a solução proposta. Estes desenvolvimentos futuros passam, no fundo, por corrigir e melhorar algumas das principais lacunas do nosso sistema, e por levar os conceitos e mecanismos que nele foram explorados mais além, sempre com o objectivo último de contribuir para o desenvolvimento e bem-estar psicológico dos seus utilizadores (objectivo esse que se alinha com os da Psicologia Positiva e da Computação Positiva, duas áreas científicas que informaram o desenvolvimento deste trabalho)

Bridging the gap between embodied cognition and cognitive load theory

Diese Dissertation enthält eine theoretische und empirische Untersuchung der Gestaltung interaktiver Lernmedien. Interaktivität wird hierbei breit definiert und umfasst sowohl minimal interaktive Benutzersteuerungen, die Lernenden eine Änderung der Darstellung von Lerninhalten erlauben, bis hin zu voll immersiven Umgebungen in der virtuellen Realität. Theoretisch ist die Dissertation auf den Modellen der Cognitive Load Theory und dem Ansatz der Embodied Cognition verankert. Der Ansatz der Cognitive Load Theory rät zu einem Instruktionsdesign bei dem die kognitive Belastung innerhalb einer Lernaufgabe begrenzt wird, jedoch stellt Forschung im Paradigma der Embodied Cognition zumeist die Vorteile von Aktivität für kognitive Prozesse heraus. Die Kapitel dieser Dissertation zielen darauf ab, diese zwei scheinbar widersprüchlichen Ansätze miteinander zu versöhnen. Kapitel 1 bietet einen Überblick über die Inhalte dieser Dissertation und beschreibt die Implikationen der Resultate. In Kapitel 2 wird ein weitreichender Überblick über Forschung zu Embodied Cognition im Bereich des Lernens (auch bekannt als Embodied Learning) präsentiert und eine Taxonomie des Embodied Learning wird beschrieben. Ein wichtiger Beitrag von Kapitel 2 ist die Betrachtung, dass eine Gestaltung von interaktiven Lernumgebungen, die nicht gegen die Grundsätze der Cognitive Load Theory verstoßen, möglich ist. Kapitel 3 leistet eine Reflexion über Detailfragen zur Messung der kognitiven Belastung bei Aufgaben, in denen körperliche Faktoren oder Interaktivität eine Rolle spielen. Eine wichtige Behauptung aus Kapitel 3 besteht darin, dass es Unterschiede hinsichtlich der Passung verschiedener Messinstrumente der kognitiven Belastung für Aufgaben mit einem unterschiedlichen Lehransatz geben könnte. Die Passung verschiedener Fragebogeninstrumente zur Erfassung der (extrinsischen) kognitiven Belastung wird in Kapitel 4 empirisch evaluiert. In zwei Experimenten wurde die extrinsische Belastung (d.h. jene kognitive Belastung, die aus der Umsetzung einer Lernaufgabe herrührt) mit zwei verschiedenen Fragebogeninstrumenten gemessen. Die Versuchspersonen nutzten dabei entweder eine nicht-interaktive oder eine interaktive Implementation von Lernaufgaben zur Anatomie. Bei einem der Experimente stellte sich heraus, dass der gemessene Unterschied in der extrinsischen Belastung zwischen den beiden Versionen bei einem der Fragebögen hoch und bei dem anderen gering ausfiel. Basierend auf diesem Ergebnis wird in dem Kapitel empfohlen, die extrinsische Belastung nicht als einen einheitlichen Begriff, sondern als eine Ansammlung unterschiedlicher Belastungsarten zu betrachten. Darüber hinaus werden in den drei Experimenten in Kapitel 4 Hypothesen hinsichtlich der Gestaltung von Lerntests für Medien aufgestellt, die interaktive Komponenten verwenden. Zum Abschluss zielt Kapitel 5 darauf ab, allgemeine Empfehlungen zur Verbesserung von Forschung im Paradigma der Embodied Cognition zu formulieren und greift dabei auf die Taxonomie aus Kapitel 2 zurück. Insgesamt betrachtet verwendet diese Dissertation die Ansätze der Embodied Cognition und der Cognitive Load Theory um die Theorien gegenseitig anzuregen und um Ansätze zur Überarbeitung beider Theorien zu bieten.This dissertation presents a theoretical and empirical investigation of the design of interactive learning media. Interactivity is understood in a broad sense, ranging from minimally interactive user controls allowing learners to change the display of learning contents up to fully immersive virtual reality environments. Theoretically, this dissertation is grounded in the models of cognitive load theory and embodied cognition. Cognitive load theory advises instructional designers to limit the cognitive load involved in a learning task, but embodied cognition research usually focuses on the benefits of activity for cognitive processes. The chapters in this dissertation aim to bridge the gap between these two seemingly contradicting approaches. Chapter 1 offers an overview of the contents of this dissertation and describes the implications of the results. In Chapter 2, an extended overview of embodiment research in the field of learning (also referred to as embodied learning) is presented and a taxonomy of embodied learning is outlined. Chapter 2 highlights that there may be ways of designing interactive learning settings while not infringing upon the principles of cognitive load theory. Chapter 3 affords a reflection on the intricacies of measuring cognitive load in tasks that involve embodiment or interactivity. An important assertion of Chapter 3 is that there may be differences in the suitability of different cognitive load measurement instruments for tasks differing in their instructional approach. The suitability of different cognitive load survey instruments for measuring (extraneous) cognitive load is empirically evaluated in Chapter 4. In two experiments, extraneous load (i.e., cognitive load brought about by the implementation of a learning task) was measured using two different cognitive load surveys. Participants either used a noninteractive or an interactive implementation of anatomy learning tasks. In one experiment, the difference in extraneous load between the two versions was high for one survey and low for another survey. Based on this result, the chapter recommends to view extraneous load not as a uniform concept, but rather as a collection of different load types. Moreover, the three studies in Chapter 4 test hypotheses concerning the design of tests for media using interactive learning components. Finally, Chapter 5 intends to formulate general recommendations for advancing embodied cognition research, thereby drawing on the taxonomy of Chapter 2. In sum, this dissertation uses embodied cognition and cognitive load theory to inform each other and to provide a starting point for upgrades for both theories

ISAR: Ein Autorensystem für Interaktive Tische

Developing augmented reality systems involves several challenges, that prevent end users and experts from non-technical domains, such as education, to experiment with this technology. In this research we introduce ISAR, an authoring system for augmented reality tabletops targeting users from non-technical domains. ISAR allows non-technical users to create their own interactive tabletop applications and experiment with the use of this technology in domains such as educations, industrial training, and medical rehabilitation.Die Entwicklung von Augmented-Reality-Systemen ist mit mehreren Herausforderungen verbunden, die Endbenutzer und Experten aus nicht-technischen Bereichen, wie z.B. dem Bildungswesen, daran hindern, mit dieser Technologie zu experimentieren. In dieser Forschung stellen wir ISAR vor, ein Autorensystem für Augmented-Reality-Tabletops, das sich an Benutzer aus nicht-technischen Bereichen richtet. ISAR ermöglicht es nicht-technischen Anwendern, ihre eigenen interaktiven Tabletop-Anwendungen zu erstellen und mit dem Einsatz dieser Technologie in Bereichen wie Bildung, industrieller Ausbildung und medizinischer Rehabilitation zu experimentieren

Managing Data Visualization Pipeline with Backbone.js and D3.js

This thesis studies how a Model-View-Controller (MV*) framework can be integrated into a Data Visualization Pipeline. Specifically, this thesis aims to cover the challenges related in integrating an MV* framework like Backbone.js with D3.js, which is a popular JavaScript based visualization library. Additionally, it also evaluates another sub-topic regarding task runners, which are tools claiming to automate manual tasks as well as streamlining the build process. Data Visualization has become an important aspect for many web applications. Developers need to employ sophisticated mechanisms to provide interactive visualizations. This requires separation of concerns within the visualization pipeline which is achieved with the combination of Backbone.js and D3.js. Evaluation of this methodology indicates that such a combination enables the application to be more versatile and robust while also improving performance. In recent years, client-side web applications have become increasingly complex. A typical web application on average requires between 10-60 external open-source JavaScript libraries. Application development also requires the use of several other tools and performing manual tasks. Managing all these libraries and tools can create a bottleneck, and task-runners like Gulp aim to address these issues. This thesis implements an Automated Build Pipeline that can streamline the build process and automates all the manual tasks. The results prove significant performance and overall efficiency benefits. However, it also highlights a few serious drawbacks. Moreover, this thesis also covers some of the best practices employed by skilled front-end web developers

Text in Visualization: Extending the Visualization Design Space

This thesis is a systematic exploration and expansion of the design space of data visualization specifically with regards to text. A critical analysis of text in data visualizations reveals gaps in existing frameworks and the use of text in practice. A cross-disciplinary review across fields such as typography, cartography and technical applications yields typographic techniques to encode data into text and provides the scope for the expanded design space. Mapping new attributes, techniques and considerations back to well understood visualization principles organizes the design space of text in visualization. This design space includes: 1) text as a primary data type literally encoded into alphanumeric glyphs, 2) typographic attributes, such as bold and italic, capable of encoding additional data onto literal text, 3) scope of mark, ranging from individual glyphs, syllables and words; to sentences, paragraphs and documents, and 4) layout of these text elements applicable most known visualization techniques and text specific techniques such as tables. This is the primary contribution of this thesis (Part A and B). Then, this design space is used to facilitate the design, implementation and evaluation of new types of visualization techniques, ranging from enhancements of existing techniques, such as, extending scatterplots and graphs with literal marks, stem & leaf plots with multivariate glyphs and broader scope, and microtext line charts; to new visualization techniques, such as, multivariate typographic thematic maps; text formatted to facilitate skimming; and proportionally encoding quantitative values in running text – all of which are new contributions to the field (Part C). Finally, a broad evaluation across the framework and the sample visualizations with cross-discipline expert critiques and a metrics based approach reveals some concerns and many opportunities pointing towards a breadth of future research work now possible with this new framework. (Part D and E)