Thinking interactively with visualization

Interaction is becoming an integral part of using visualization for analysis. When interaction is tightly and appropriately coupled with visualization, it can transform the visualization from display- ing static imagery to assisting comprehensive analysis of data at all scales. In this relationship, a deeper understanding of the role of interaction, its effects, and how visualization relates to interaction is necessary for designing systems in which the two components complement each other. This thesis approaches interaction in visualization from three different perspectives. First, it considers the cost of maintaining interaction in manipulating visualization of large datasets. Namely, large datasets often require a simplification process for the visualization to maintain interactivity, and this thesis examines how simplification affects the resulting visualization. Secondly, example interactive visual analytical systems are presented to demonstrate how interactivity could be applied in visualization. Specifically, four fully developed systems for four distinct problem domains are discussed to determine the common role of interactivity in these visualizations that make the systems successful. Lastly, this thesis presents evidence that interactions are important for analytical tasks using visualizations. Interaction logs of financial analysts using a visualization were collected, coded, and examined to determine the amount of analysis strategies contained within the interaction logs. The finding supports the benefits of high interactivity in analytical tasks when using a visualization. The example visualizations used to support these three perspectives are diverse in their goals and features. However, they all share similar design guidelines and visualization principles. Based on their characteristics, this thesis groups these visualizations into urban visualization, visual analytical systems, and interaction capturing and discusses them separately in terms of lessons learned and future directions

Reflective Argumentation

Theories of argumentation usually focus on arguments as means of persuasion, finding consensus, or justifying knowledge claims. However, the construction and visualization of arguments can also be used to clarify one's own thinking and to stimulate change of this thinking if gaps, unjustified assumptions, contradictions, or open questions can be identified. This is what I call "reflective argumentation." The objective of this paper is, first, to clarify the conditions of reflective argumentation and, second, to discuss the possibilities of argument visualization methods in supporting reflection and cognitive change. After a discussion of the cognitive problems we are facing in conflicts--obviously the area where cognitive change is hardest--the second part will, based on this, determine a set of requirements argument visualization tools should fulfill if their main purpose is stimulating reflection and cognitive change. In the third part, I will evaluate available argument visualization methods with regard to these requirements and talk about their limitations. The fourth part, then, introduces a new method of argument visualization which I call Logical Argument Mapping (LAM). LAM has specifically been designed to support reflective argumentation. Since it uses primarily deductively valid argument schemes, this design decision has to be justified with regard to goals of reflective argumentation. The fifth part, finally, provides an example of how Logical Argument Mapping could be used as a method of reflective argumentation in a political controversy

Primary students' spatial visualization and spatial orientation: an evidence base for instruction

This paper reports on the performance of 58 11 to 12-year-olds on a spatial visualization task and a spatial orientation task. The students completed these tasks and explained their thinking during individual interviews. The qualitative data were analysed to inform pedagogical content knowledge for spatial activities. The study revealed that “matching” or “matching and eliminating” were the typical strategies that students employed on these spatial tasks. However, errors in making associations between parts of the same or different shapes were noted. Students also experienced general difficulties with visual memory and language use to explain their thinking. The students’ specific difficulties in spatial visualization related to obscured items, the perspective used, and the placement and orientation of shapes

KEMAMPUAN SPASIAL SISWA DITINJAU DARI TAHAPAN BERPIKIR VAN HIELE DI SMP NEGERI 1 BANDUNG TULUNGAGUNG

The objectives of this study were (1) to describe the spatial abilities of students using the Van Hiele thinking stages, (2) to find out the differences in students' spatial abilities in terms of the Van Hiele thinking stages based on the Van Hiele level groups. The method used is a mixed method type design, sequential explanatory with qualitative research followed by quantitative research first. Qualitative data collection techniques using observation, tests, and interviews with the subject of 6 students. Quantitative data collection technique with a sample obtained of 64 students using a test, by testing the hypothesis using the one way ANOVA test. The results of this study are as follows (1) Students' spatial abilities in terms of the Van Hiele thinking stage level 0 (Visualization) only meet the indicator spatial ability, namely spatial visualization, at the Van Hiele thinking stage level 1 (Analysis) meets the spatial ability indicators, namely spatial visualization and mental rotation. at the Van Hiele thinking stage level level 2 (informal deduction) fulfills all spatial ability indicators, namely spatial visualization, spatial perception and mental rotation, (2) There are differences in students' spatial abilities in terms of Van Hiele thinking stages based on group level 0 (Visualization), level 1 (Analysis), and level 2 (Informal Deduction)

PROFIL BERPIKIR KREATIF SISWA SD DALAM MENYELESAIKAN MASALAH PERSEGI MENGGUNAKAN TANGRAM BERDASARKAN LEVEL BERPIKIR VAN HIELE

Creative thinking capability is a capability to deliver a new idea by varied means in solving problem. This research aims to describe creative thinking capability in solving square and rectangle problem reviewed by van Hiele’s thinking level of 4th grade students of SDN Kejayan 1 Bondowoso. This research type is descriptive research with qualitative approach. Data collecting method using test and interview. The used test is van Hiele’s geometry thinking test and creative thinking capability test related to square and rectangle. Research output shows that student at pre-visualization phase has less creative and sufficient creative thinking capability. Student at visualization phase, has sufficient creative and less creative thinking capability. Student at analysis level has sufficient creative thinking capability

Using Data Visualization to Teach Research Methods

Data-centered courses can be successful in achieving important learning outcomes related to critical thinking. This workshop will demonstrate how data visualization can increase student engagement in the research process both as stand alone activities or as part of a semester long research project. We will discuss ways in which to apply data visualization in assignments and examine the outcomes and benefits of incorporating data visualization in the research process. This presentation demonstrates an opportunity to collaborate with faculty to incorporate technology into their teaching in order to increase student engagement in research methods, particularly with regard to critical thinking

Visualization in spatial modeling

This chapter deals with issues arising from a central theme in contemporary computer modeling - visualization. We first tie visualization to varieties of modeling along the continuum from iconic to symbolic and then focus on the notion that our models are so intrinsically complex that there are many different types of visualization that might be developed in their understanding and implementation. This focuses the debate on the very way of 'doing science' in that patterns and processes of any complexity can be better understood through visualizing the data, the simulations, and the outcomes that such models generate. As we have grown more sensitive to the problem of complexity in all systems, we are more aware that the twin goals of parsimony and verifiability which have dominated scientific theory since the 'Enlightenment' are up for grabs: good theories and models must 'look right' despite what our statistics and causal logics tell us. Visualization is the cutting edge of this new way of thinking about science but its styles vary enormously with context. Here we define three varieties: visualization of complicated systems to make things simple or at least explicable, which is the role of pedagogy; visualization to explore unanticipated outcomes and to refine processes that interact in unanticipated ways; and visualization to enable end users with no prior understanding of the science but a deep understanding of the problem to engage in using models for prediction, prescription, and control. We illustrate these themes with a model of an agricultural market which is the basis of modern urban economics - the von Thünen model of land rent and density; a model of urban development based on interacting spatial and temporal processes of land development - the DUEM model; and a pedestrian model of human movement at the fine scale where control of such movements to meet standards of public safety is intrinsically part of the model about which the controllers know intimately. © Springer-Verlag Berlin Heidelberg 2006

Efektivitas Model Pembelajaran SAVI (Somatic, Auditory, Visualization Dan Intellectualy) Terhadap Kemampuan Berpikir Kritis Siswa Kelas VII Materi Himpunan

This type of research is quantitative research involving 1 class. The purpose of this study was to determine students' critical thinking skills by using the Somatic, Auditory, Visualization and Intellectual (SAVI) learning model in seventh grade students of SMPN 5 Lawang Satu Atap. The sample of this research is the seventh grade students of SMPN 5 Lawang Satu Atap with a total of 20 students. This research was conducted for 3 meetings. Based on the results of students' critical thinking skills before the implementation of the SAVI (Somatic, Auditory, Visualization , and Intellectual ) learning model from 20 students, 20 students' critical thinking skills were lacking with an average of 30.25 while the SAVI learning model (Somatic, Auditory , Visualization and Intellectually) of 20 students obtained an average of 79. Meanwhile, with the results of student responses, it was found that 89% gave a positive response. Based on the results of the study, the researcher can conclude that the SAVI learning model (Somatic, Auditory, Visualitation , and Intellectually) is effective on the critical thinking skills of class VII students of set materia

HEURISTIC THINKING ON DATA VISUALIZATION BASED ON DASHBOARD CASE STUDIES AT NATIONAL HOSPITAL SURABAYA

Dashboard-based data visualization has various information is an option for presenting data is expected to support decision making. The ease of the dashboard isn't perfect, but it also has weakness. The nature of heuristic thinking makes users behave inconsistent with the rational decision-making process tobe an important issue. This study was conducted to explain the heuristic thinking behavior phenomenon from dashboard-based data visualization in the decision-making process. A qualitative approach is used with procedures and data collection based on interview techniques, observation and literature study. Data were observed from the National Hospital, Surabaya. The result is there is a bias in seeing data in a visual form, someone will tend to simplify the decision-making process. The contribution of this study is heuristic thinking on dashboard-based data visualization which can lead users to make irrational decisions