2014
DOI: 10.15446/rce.v37n2spe.47932
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Dynamic-Interactive Graphics for Statistics (26 Years Later)

Abstract: This paper briefly reviews the history of dynamic-interactive graphics for statistics, introduces an example of such graphics, and provides a few glimpses as to the current state of things and the future trends we envision. The general conclusion is that dynamic-interactive graphics for statistics are thriving more than ever as they shift from the desktop to the internet. Thus, dynamic-interactive graphics are becoming increasingly important as they: 1) provide non-experts in statistics with the means to carry… Show more

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Cited by 5 publications
(7 citation statements)
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References 20 publications
(10 reference statements)
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“…Such data-rich representations are likely to be helpful when teaching statistical concepts however, little research exists on its effectiveness within an educational context (Valero-Mora and Ledesma, 2014). While an expert user may believe they have created something practical and aesthetically pleasing, much of the literature surrounding human-computer interaction repeatedly demonstrates how a seemingly straightforward system that an expert considers "easy" to operate often poses significant challenges to new users (Norman, 2013).…”
Section: Discussionmentioning
confidence: 99%
See 1 more Smart Citation
“…Such data-rich representations are likely to be helpful when teaching statistical concepts however, little research exists on its effectiveness within an educational context (Valero-Mora and Ledesma, 2014). While an expert user may believe they have created something practical and aesthetically pleasing, much of the literature surrounding human-computer interaction repeatedly demonstrates how a seemingly straightforward system that an expert considers "easy" to operate often poses significant challenges to new users (Norman, 2013).…”
Section: Discussionmentioning
confidence: 99%
“…However, both very small and very large data sets provide a challenge for standard linear representations and testing (Rothman, 1990), which we argue can in-part be compensated for with the use of dynamic data visualizations. This would also allow non-experts to repeat (complex) analyses in their own time, after the researcher has provided a summary (Valero-Mora and Ledesma, 2014).…”
Section: Introductionmentioning
confidence: 99%
“…Such data-rich representations are likely to be helpful when teaching statistical concepts however, little research exists on its effectiveness within an educational context (Valero-Mora and Ledesma, 2014 ). While an expert user may believe they have created something practical and aesthetically pleasing, much of the literature surrounding human-computer interaction repeatedly demonstrates how a seemingly straightforward system that an expert considers “easy” to operate often poses significant challenges to new users (Norman, 2013 ).…”
Section: Discussionmentioning
confidence: 99%
“…However, both very small and very large data sets provide a challenge for standard linear representations and testing (Rothman, 1990 ), which we argue can in-part be compensated for with the use of dynamic data visualizations. This would also allow non-experts to repeat (complex) analyses in their own time, after the researcher has provided a summary (Valero-Mora and Ledesma, 2014 ).…”
Section: Introductionmentioning
confidence: 99%
“…This represents a sensible step forward for the next generation of academics and practitioners. However, little research exists on its effectiveness within an educational context (Valero-Mora & Ledesma, 2014) and until recently, very little was known cognitively about how interacting with dynamic information can facilitate learning (Scaife & Rogers, 1996). Many questions remain unresolved in terms of how visualisation can assist with understanding.…”
Section: Benefits For Teachingmentioning
confidence: 99%