We describe a method for assessing the visualization literacy (VL) of a user. Assessing how well people understand visualizations has great value for research (e. g., to avoid confounds), for design (e. g., to best determine the capabilities of an audience), for teaching (e. g., to assess the level of new students), and for recruiting (e. g., to assess the level of interviewees). This paper proposes a method for assessing VL based on Item Response Theory. It describes the design and evaluation of two VL tests for line graphs, and presents the extension of the method to bar charts and scatterplots. Finally, it discusses the reimplementation of these tests for fast, effective, and scalable web-based use.
International audienceThis work advances our understanding of children's visualization literacy, and aims to improve it through a novel approach for teaching visualization at elementary school. We first contribute an analysis of data graphics and activities employed in grade K to 4 educational materials, and the results of a survey conducted with 16 elementary school teachers. We find that visualization education could benefit from integrating pedagogical strategies for teaching abstract concepts with established interactive visualization techniques. Building on these insights, we develop and study design principles for novel interactive teaching material aimed at increasing children's visualization literacy. We specifically contribute C'est La Vis, an online platform for teachers and students to respectively teach and learn about pictographs and bar charts, and report on our initial observations of its use in grades K and 2
Many factors can shape the flow of visual data‐driven stories, and thereby the way readers experience those stories. Through the analysis of 80 existing stories found on popular websites, we systematically investigate and identify seven characteristics of these stories, which we name “flow‐factors,” and we illustrate how they feed into the broader concept of “visual narrative flow.” These flow‐factors are navigation input, level of control, navigation progress, story layout, role of visualization, story progression, and navigation feedback. We also describe a series of studies we conducted, which shed initial light on how different visual narrative flows impact the reading experience. We report on two exploratory studies, in which we gathered reactions and preferences of readers for stepper‐ vs. scroller‐driven flows. We then report on a crowdsourced study with 240 participants, in which we explore the effect of the combination of different flow‐factors on readers’ engagement. Our results indicate that visuals and navigation feedback (e.g., static vs. animated transitions) have an impact on readers’ engagement, while level of control (e.g., discrete vs. continuous) may not.
In this article, we share our reflections on visualization literacy and how it might be better developed in early education. We base this on lessons we learned while studying how teachers instruct, and how students acquire basic visualization principles and skills in elementary school. We use these findings to propose directions for future research on visualization literacy.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.