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

Cognitive and psychological science insights to improve climate change data visualization

Visualization of climate data plays an integral role in the communication of climate change findings to both expert and non-expert audiences. The cognitive and psychological sciences can provide valuable insights into how to improve visualization of climate data based on knowledge of how the human brain processes visual and linguistic information. We review four key research areas to demonstrate their potential to make data more accessible to diverse audiences: directing visual attention, visual complexity, making inferences from visuals, and the mapping between visuals and language. We present evidence-informed guidelines to help climate scientists increase the accessibility of graphics to non-experts, and illustrate how the guidelines can work in practice in the context of Intergovernmental Panel on Climate Change graphics

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Attentional Guidance and Media Presentation during Explicit Instruction

While much is known about how certain types of images influence learning in multimedia educational systems, comparatively little work has been done on how different image types compare to each other in terms of the types of knowledge conveyed and transfer of knowledge. Two popular types of media found in many multimedia environments, pictures and concept maps, are capable of blending verbal information (such as in picture labels or node/link labels) and visual information (such as structural information) into a single image, which may result in increased exposure to vocabulary (improving learning) or may create split attention (decreasing learning). Both types can also be presented using animation techniques, although questions remain as to whether animation always improves learning in different kinds of media. This study explores media differences and animation techniques in two experiments, both of which utilize Khan Academy lessons as the basis for the multimedia presentation. In the first experiment, a 2x2 between-subjects design was utilized to examine different media types (labeled pictures vs. concept maps) and animation (animated vs. static). The results of this study indicate that animation improves relational knowledge and free recall scores, but an animation x media type interaction indicates that animated pictures are not very effective for conveying conceptual knowledge. In Study 2, a 2x2 between-subjects experiment dove deeper into the function of labels by examining how animation (animated vs. static) and labels (present vs. absent) interact, as both may be attention directing devises. It was found that animation and prior knowledge both had consistent effects on learning, where those with high prior knowledge did not gain as much from viewing an animated presentation as those with low prior knowledge did, but labels had minimal effects on learning. In all, research indicates that different media should be used depending on the educational goals, animation may be particularly helpful for low prior knowledge students, and labels are not necessarily helpful for learning when the same information is presented orally

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Developing and Evaluating Visual Analogies to Support Insight and Creative Problem Solving

The primary aim of this thesis is to gain a richer understanding of visual analogies for insight problem solving, and, in particular, how they can be better developed to ensure their effectiveness as hints. While much work has explored the role of visual analogies in problem solving and their facilitative role, only a few studies have analysed how they could be designed. This thesis employs a mixed method consisting of a practice-led approach for studying how visual analogies can be designed and developed and an experimental research approach for testing their effectiveness as hints for solving visual insight problems

Bluefish: A Relational Framework for Graphic Representations

Complex graphic representations -- such as annotated visualizations, molecular structure diagrams, or Euclidean geometry -- convey information through overlapping perceptual relations. To author such representations, users are forced to use rigid, purpose-built tools with limited flexibility and expressiveness. User interface (UI) frameworks provide only limited relief as their tree-based models are a poor fit for expressing overlaps. We present Bluefish, a diagramming framework that extends UI architectures to support overlapping perceptual relations. Bluefish graphics are instantiated as relational scenegraphs: hierarchical data structures augmented with adjacency relations. Authors specify these relations with scoped references to components found elsewhere in the scenegraph. For layout, Bluefish lazily materializes necessary coordinate transformations. We demonstrate that Bluefish enables authoring graphic representations across a diverse range of domains while preserving the compositional and abstractional affordances of traditional UI frameworks. Moreover, we show how relational scenegraphs capture previously latent semantics that can later be retargeted (e.g., for screen reader accessibility).Comment: 27 pages, 14 figure

A systematic characterization of cognitive techniques for learning from textual and pictorial representations

Pictorial representations can play a pivotal role in both printed and digital learning material. Although there has been extensive research on cognitive techniques and strategies for learning from text, the same cannot be said for static and dynamic pictorial representations. In this paper we propose a systematic characterization of cognitive learning techniques that is founded on both theoretical and empirical research. The characterization relates the learning techniques to classes of cognitive processes as well as to textual and pictorial representations. We show how successful strategies for learning from both plain text and illustrated text are covered by the characterization. We also exemplify how the construction of new strategies for pictorial representations can be informed by the characterization