Juvenile Graphical Perception: A Comparison between Children and Adults

Panavas, Liudas; Worth, Amy E.; Crnovrsanin, Tarik; Sathyamurthi, Tejas; Cordes, Sara; Borkin, Michelle A.; Dunne, Cody

doi:10.1145/3491102.3501893

Cited by 8 publications

(4 citation statements)

References 45 publications

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“…Children and juveniles in particular have few studies on the cognitive and technical processes of graphical perception in the visualization community. A lone example includes Panavas et al which tackles the idea of comparing juvenile graphical perception to traditionally reviewed populations [41]. As for older adults in the age frame of 56+, we have not found any studies that look at visualization literacy skills in these populations explicitly, in addition to crowdsourcing platforms already not frequently encompassing this population [37].…”

Section: Narrow Subset Of People Traditionally In Evaluationsmentioning

confidence: 77%

“…Measuring visualization literacy across various populations poses challenges in evaluation study recruitment as recruitment beyond universities or crowdsourced platforms is currently difficult. Some notable works have focused on more diverse populations including rural populations [43], individuals with disabilities [36,54], juveniles and K-12 education [3,41], and people with a range of cognitive abilities [17,34]. However, each of these works is generally one-of-a-kind, with no replication and no shared formalized evaluation between them and other papers.…”

Section: Individual Differences and Accessibilitymentioning

confidence: 99%

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Finding Gaps in Modern Visualization Literacy

Creamer,

Padilla,

Borkin

2024

Preprint

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Visualization literacy is a term that, as commonly defined, focuses on an individual's ability to comprehend and understand images encoded with data to visually communicate patterns in a dataset. Based on a review of the current literature, this paper proposes that there are gaps in the definition, assessment, and interviewed populations. Specifically, we recognize that 1) the definition of literacy in the visualization community is different from that of literacy involving written language, 2) the current visualization literacy assessments focus on high-level tasks instead of lower-level processes, and 3) the interviewed populations to date are not diverse enough to provide holistic perspectives on visualization literacy. The treatment of visualization literacy as several measures at different levels of education, as opposed to a one-dimensional spectrum (e.g., VLAT scaling from 0 to 53), will be essential to tailor graphical perception to individual levels. As a first step to address these gaps, we provide recommendations to tackle these visualization literacy challenges and highlight methods used to operationalize literacy in other domains that may help more effectively evaluate lower-level knowledge competencies in this form of literacy.

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Section: Narrow Subset Of People Traditionally In Evaluationsmentioning

confidence: 77%

Section: Individual Differences and Accessibilitymentioning

confidence: 99%

Finding Gaps in Modern Visualization Literacy

Creamer,

Padilla,

Borkin

2024

Preprint

View full text Add to dashboard Cite

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“…The results of these studies are not necessarily generalizable to this broader population. Additionally, none of the studies take into account the individual differences among participants regarding their ability to interpret charts, their age [64], their background, and factors that might affect or influence their memory. Future work could further validate these results by conducting additional replications with more diverse participant populations.…”

Section: Proof-of-concept Implementation Discussionmentioning

confidence: 99%

“…Although few in number, there are some published replication studies in visualization. For example, Cleveland & McGill's experiments [14] in graphical perception were replicated on a crowdsourced environment [37], with children aged 8 to 12 [64], with twelve graphical encodings [73], and by showing how affective priming and social information can impact visual judgment [33,42]. Other notable replication studies in the field include replications on the usefulness of Weber's law for modeling perception of correlation in scatterplots [34,47], how pie charts are interpreted [6,75], and a failed attempt to replicate a study regarding the influence of unrelated charts to convince people of facts [22].…”

Section: Related Work 21 Replication Studies In Hci and Data Visualiz...mentioning

confidence: 99%

More Useful Junk? Replicating the Effects of Visual Embellishment on Description and Recall of Charts

Syeda¹,

South²,

Raynor³

et al. 2023

Preprint

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Data visualization is a young and growing field with many unresolved, debated, and untested theories that need to be tested, validated, and strengthened. Replication studies are a common way to achieve this validation by investigating the credibility, rigor, and generalizability of previously published research. The execution of replication studies is crucial to strengthen the field of data visualization and to ensure that the field’s foundations are solid with accurate methods and theories. Although visualization researchers acknowledge the epistemological significance of replications and its necessity to establish trust and reliability, the field has made little progress to support the publication of such studies and importantly provide methods to the community to encourage replications. In this paper, we contribute Vis Repligogy, a novel framework to incorporate replication studies within visualization course curricula that not only teaches students replication and evaluation methodologies but also results in executed replication studies to validate prior work. To validate the feasibility of the framework, we present the results of four replication studies that were conducted in a graduate data visualization course that implemented the Vis Repligogy framework. We also provide a meta-analysis of the four replication studies that replicated and validated, a seminal work in data visualization investigating the effects of visual embellishments on chart interpretability and memorability. Finally, we reflect on our experience of conducting the replication studies through the Vis Repligogy framework and reflect on the experience to provide useful recommendations for future use of the framework. We envision that this framework will encourage instructors to conduct replications in their own courses and will help facilitate more replication studies in the visualization community to support a culture shift where replications are commonplace.

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