PyPlutchik: Visualising and comparing emotion-annotated corpora

The increasing availability of textual corpora and data fetched from social networks is fuelling a huge production of works based on the model proposed by psychologist Robert Plutchik, often referred simply as the “Plutchik Wheel”. Related researches range from annotation tasks description to emotions detection tools. Visualisation of such emotions is traditionally carried out using the most popular layouts, as bar plots or tables, which are however sub-optimal. The classic representation of the Plutchik’s wheel follows the principles of proximity and opposition between pairs of emotions: spatial proximity in this model is also a semantic proximity, as adjacent emotions elicit a complex emotion (a primary dyad) when triggered together; spatial opposition is a semantic opposition as well, as positive emotions are opposite to negative emotions. The most common layouts fail to preserve both features, not to mention the need of visually allowing comparisons between different corpora in a blink of an eye, that is hard with basic design solutions. We introduce PyPlutchik the Pyplutchik package is available as a Github repository (http://github.com/alfonsosemeraro/pyplutchik) or through the installation commands pip or conda. For any enquiry about usage or installation feel free to contact the corresponding author, a Python module specifically designed for the visualisation of Plutchik’s emotions in texts or in corpora. PyPlutchik draws the Plutchik’s flower with each emotion petal sized after how much that emotion is detected or annotated in the corpus, also representing three degrees of intensity for each of them. Notably, PyPlutchik allows users to display also primary, secondary, tertiary and opposite dyads in a compact, intuitive way. We substantiate our claim that PyPlutchik outperforms other classic visualisations when displaying Plutchik emotions and we showcase a few examples that display our module’s most compelling features

The Stores Model of Code Cognition

Program comprehension is perhaps one of the oldest topics within the psychology of programming. It addresses a central issue: how programmers work with and manipulate source code to construct effective software systems. Models can play an important role in understanding the challenges developers and engineers contend with. This paper presents a model of program comprehension, or code cognition, which has been derived from literature found within the disciplines of computing and psychology. Drawing on direct experimentation, this paper argues that a model of code cognition should take account of the visual, spatial and linguistic abilities of developers. The strengths and weaknesses of this model are discussed and further research directions presented

A Cognitive, Socio-semiotic, Linguistic, and Discursive Approach to Popularisation Strategies in Infographics

Information graphics or infographics are multimodal discursive spaces created by the combination of data and information visualisation, typography and colour. As effective forms of information communication and popularisation, infographics are frequently used by international organisations and government bodies as a means of popularising complex topics linked to health, food safety, politics, business and the environment. In this paper, Ciuccarelli\u2019s 2012 concept of the visual macroscope is adopted as an interpretative lens on a small corpus of infographics from the World Health Organisation, together with the tools of socio-semiotic, linguistic and discursive analysis, applied in a bottom-up approach. From a socio-semiotic perspective, it is seen that layout, pictorials, colour, typography and the order of information combine to make the Ideal and the Real (Kress, van Leeuwen 1996) stand out; from a linguistic and discursive point of view, thematic organisation interacts with pictorial organisation to make salient information emerge; lexical repetition, unmarked declaratives, and constant theme enact the strategy of explanation, frequently used in popularisation discourse

Supporting Story Synthesis: Bridging the Gap between Visual Analytics and Storytelling

Visual analytics usually deals with complex data and uses sophisticated algorithmic, visual, and interactive techniques. Findings of the analysis often need to be communicated to an audience that lacks visual analytics expertise. This requires analysis outcomes to be presented in simpler ways than that are typically used in visual analytics systems. However, not only analytical visualizations may be too complex for target audience but also the information that needs to be presented. Hence, there exists a gap on the path from obtaining analysis findings to communicating them, which involves two aspects: information and display complexity. We propose a general framework where data analysis and result presentation are linked by story synthesis, in which the analyst creates and organizes story contents. Differently, from the previous research, where analytic findings are represented by stored display states, we treat findings as data constructs. In story synthesis, findings are selected, assembled, and arranged in views using meaningful layouts that take into account the structure of information and inherent properties of its components. We propose a workflow for applying the proposed framework in designing visual analytics systems and demonstrate the generality of the approach by applying it to two domains, social media, and movement analysis

Navigating virtual heritage applications for historic cities in the Middle East

This paper discusses conceptual and practical framework for the development of virtual heritage platforms as a research, educational and engagement tool that brings historic spaces and buildings back to the recognition of the public eye of the ordinary user. It not only reproduces historical scenes through physical modelling of archaeological sites or data, but, more importantly, through serial narratives where life is explored and practiced in motion, and where cultural-feed brings meaning, experiences and understanding to the socio-cultural context. The paper first introduces a brief and summary database of case studies of examples of virtual heritage platforms and outputs that are suitable to different purposes and audiences. It, then, looks at the context and production of VH in Egypt, as an example of Middle Eastern cities with vast heritage sites and advanced technological provisions. It reports on the process and findings of an AHRC-funded project, Virtual Heritage Cairo, that aimed to investigate difficulties, technological and skill gaps amongst stakeholders and local start-ups that would otherwise enable VH in Egypt to become regional power

Reliving past architecture: virtual heritage and the reproduction of history through creative modes of heritage visualisation

Virtual heritage is a modern technological application that aims to transfer the experience of historic buildings, urban spaces and cities into an engaging experience of real-life quality for the ordinary people. Computer-simulated environments can simulate physical presence in places in the real world offering digital display of lost heritage that conveys inherent values in the education process for students in both pre-university as well as graduate education. For architecture and archaeological students, in particular, it virtually transfers them to another world where they engage with architectonics and quality of architecture. For conservators, historians and archaeologists, it helps develop a rich library and digital archive of details, information and data necessary in restoring historical sites, as well as heritage preservation where the 3D virtual models contain accurate data and help for restoration. This paper reports on recently completed research project on the development of virtual heritage platforms for medieval culture. It uncovers a conceptual framework for the development of virtual heritage platforms as a research, educational and engagement tool that brings historic spaces and buildings back to the recognition of the public eye of the ordinary user. It not only reproduces historical scenes through physical modelling of archaeological sites or data, but, more importantly, through serial narratives where life is explored and practised in motion, and where cultural-feed brings meaning, experiences and understanding to the socio-cultural context. The paper introduces a brief analysis of virtual heritage platforms that offer a variety of methods, techniques, contexts, and outputs that are suitable to different purposes and audiences. It offers a brief conclusion on how virtual heritage offer unique and unprecedented insights into historic architecture that would be otherwise invisible or unimaginable

Learning design – making practice explicit

New technologies have immense potential for learning, but the sheer variety possible also creates challenges for learners in terms of navigating through an increasingly complex digital landscape and for teachers in terms of how to design and support learning interventions. How can learners and teachers make informed decisions about what technologies to use in the design and support of learning activities? This presentation will consider this question and present a new methodology for design – 'learning design', which aims to shift the creation and support of learning from what has traditionally been an implicit, belief-based practice to one that is explicit and design based. Learning design research at the Open University, UK has included the development of a set of conceptual design views, a tool for visualising designs (CompendiumLD) and a social networking site, for sharing and discussing learning and teaching ideas and designs (Cloudworks). An overview of this work will be provided, along with a discussion of the perceived benefits of this new approach to educational design

An architecture for the autonomic curation of crowdsourced knowledge

Human knowledge curators are intrinsically better than their digital counterparts at providing relevant answers to queries. That is mainly due to the fact that an experienced biological brain will account for relevant community expertise as well as exploit the underlying connections between knowledge pieces when offering suggestions pertinent to a specific question, whereas most automated database managers will not. We address this problem by proposing an architecture for the autonomic curation of crowdsourced knowledge, that is underpinned by semantic technologies. The architecture is instantiated in the career data domain, thus yielding Aviator, a collaborative platform capable of producing complete, intuitive and relevant answers to career related queries, in a time effective manner. In addition to providing numeric and use case based evidence to support these research claims, this extended work also contains a detailed architectural analysis of Aviator to outline its suitability for automatically curating knowledge to a high standard of quality

Proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET 2013)

"This book contains the proceedings of the International Workshop on EuroPLOT Persuasive Technology for Learning, Education and Teaching (IWEPLET) 2013 which was held on 16.-17.September 2013 in Paphos (Cyprus) in conjunction with the EC-TEL conference. The workshop and hence the proceedings are divided in two parts: on Day 1 the EuroPLOT project and its results are introduced, with papers about the specific case studies and their evaluation. On Day 2, peer-reviewed papers are presented which address specific topics and issues going beyond the EuroPLOT scope. This workshop is one of the deliverables (D 2.6) of the EuroPLOT project, which has been funded from November 2010 – October 2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) of the European Commission through the Lifelong Learning Programme (LLL) by grant #511633. The purpose of this project was to develop and evaluate Persuasive Learning Objects and Technologies (PLOTS), based on ideas of BJ Fogg. The purpose of this workshop is to summarize the findings obtained during this project and disseminate them to an interested audience. Furthermore, it shall foster discussions about the future of persuasive technology and design in the context of learning, education and teaching. The international community working in this area of research is relatively small. Nevertheless, we have received a number of high-quality submissions which went through a peer-review process before being selected for presentation and publication. We hope that the information found in this book is useful to the reader and that more interest in this novel approach of persuasive design for teaching/education/learning is stimulated. We are very grateful to the organisers of EC-TEL 2013 for allowing to host IWEPLET 2013 within their organisational facilities which helped us a lot in preparing this event. I am also very grateful to everyone in the EuroPLOT team for collaborating so effectively in these three years towards creating excellent outputs, and for being such a nice group with a very positive spirit also beyond work. And finally I would like to thank the EACEA for providing the financial resources for the EuroPLOT project and for being very helpful when needed. This funding made it possible to organise the IWEPLET workshop without charging a fee from the participants.