Treemap Literacy: A Classroom-Based Investigation

Elif E. Firat, A. Denisova, R. Laramee
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引用次数: 17

Abstract

Visualization literacy, the ability to interpret and understand visual designs, has gained momentum in the educational and information visualization communities. The goal of this research is to identify and address barriers to treemap literacy – a popular visual design, with a view to improve a non-expert user’s treemap visualization literacy skills. In this paper we present the results of two years of an information visualization assignment, which are used to identify the barriers to and challenges of understanding and creating treemaps. From this, we develop a treemap visualization literacy test. Then, we propose a pedagogical tool that facilitates both teaching and learning of treemaps and advances treemap visualization literacy. To investigate the efficiency of this educational software, we then conduct a classroom-based study with 25 participants. We identify the properties of treemaps that can hinder literacy and cognition based on the results from the treemap visualization literacy test. Results also provide further support for the use of our tool that had a positive effect on treemap literacy skills of university students.
树图素养:基于课堂的调查
可视化素养,解释和理解视觉设计的能力,在教育和信息可视化社区中获得了动力。这项研究的目标是识别和解决树图读写能力的障碍——一种流行的视觉设计,以提高非专业用户的树图可视化读写技能。在本文中,我们提出了两年的信息可视化作业的结果,这些结果用于识别理解和创建树图的障碍和挑战。以此为基础,我们开发了一个树图可视化读写能力测试。然后,我们提出了一种教学工具,促进了树图的教与学,并提高了树图可视化素养。为了调查这款教育软件的效率,我们对25名参与者进行了一项基于课堂的研究。根据树图可视化读写能力测试的结果,我们确定了树图的属性可能会阻碍读写和认知。研究结果也进一步支持了使用我们的工具对大学生树图读写技能的积极影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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