Storytelling: The Next Step for Visualization

Kosara, Robert; Mackinlay, Jock D.

doi:10.1109/mc.2013.36

Cited by 331 publications

(246 citation statements)

References 7 publications

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“…Too many options for interaction may act to inhibit use of an interactive map or may confuse the point of a visualization or map [5,11]. Kosara [54] states that stories are traditionally told without interaction and are meant to be delivered in their entirety. Thus, there is a tradeoff between interaction and focus: interaction tends to distract from the story.…”

Section: Discussionmentioning

confidence: 99%

Digital Story Mapping to Advance Educational Atlas Design and Enable Student Engagement

Berendsen

Hamerlinck

Webster

2018

IJGI

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Abstract:Storytelling is recognized as a valid and important method of communicating information and knowledge gleaned from volumes of ever-accumulating data. Practices of data-driven storytelling in journalism and geovisual analytics have contributed to the development of geovisual stories; also called story maps. The benefits of student-focused multi-thematic atlases and digital storytelling methods in education can also be realized in story maps. An online, interactive version of the original paper version of the Wyoming Student Atlas was developed using story mapping technology. Studies on best practices for data-driven storytelling and web map interaction were used to inform the transition of the atlas from a traditional paper format to a collection of story maps. Evaluation of the atlas story maps for educational purposes was conducted by observing students from multiple classrooms as they used the story maps in a lesson. The students and educators responded to a survey after using the story maps. Results of the survey show positive responses to the atlas story maps, including ease of use and preference over a traditional paper atlas. However, certain types of interaction with the map resulted in increased negative or uncertain responses from students concerning their perception of the atlas story maps.

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Section: Discussionmentioning

confidence: 99%

Digital Story Mapping to Advance Educational Atlas Design and Enable Student Engagement

Berendsen

Hamerlinck

Webster

2018

IJGI

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“…Visual storytelling for enhanced interpretation and algorithmic transparency: An emerging trend in visualization is the use of storytelling techniques to communicate concepts effectively [24]. As algorithms get more and more complex and tend to carry black-box characteristics, interpreting an algorithmic outcome is increasingly gaining importance.…”

Section: Challenges and Opportunities For Researchmentioning

confidence: 99%

On the Challenges and Opportunities in Visualization for Machine Learning and Knowledge Extraction: A Research Agenda

Turkay¹,

Laramee²,

Holzinger³

2017

Lecture Notes in Computer Science

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“…Several authors (Deans et al, 2002;Hill, 2001;Koki, 1998;O'Brien, 2002;Salas & Indelacio, 2000) argue that teaching curricula should embed more storytelling tradition. Scientific applications comprise using stories as narratives to research data visualization (Kosara & Mackinlay, 2013;Rodríguez, Nunes, & Devezas, 2015). From the other side, technology is more often used to preserve the ancient stories, arts, culture, and herit-age to provide cultural sustainability for indigenous people.…”

Section: A Storytelling Approachmentioning

confidence: 99%

Let’s Tell a Story Together

Kelsey¹,

Zaliwski²

2017

IJELL

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Aim/Purpose: The teaching solution presented in this paper was implemented to overcome the common problems encountered by authors during years of practice of applied business studies teaching. Background: In our school, we have deep multicultural environments where both teachers and students are coming from different countries and cultures. The typical problems encountered with students include: not reading the case studies, language problems, different backgrounds and cultures, a different understanding of leadership in teamwork related to various management traditions, lack of student participation, and engagement in teamwork. Methodology : The above problems were solved on the basis of the novelty use of several tools usually used separately: a combination of case studies with visualization and current representation of knowledge related to the case study. The visualization context is provided by “rich picture” (as a part of SSM methodology) to create a shared understanding among students. Another ingredient of the proposed solution is based on Pacific storytelling tradition and the Pacific methodology of solving problems. Contribution: It was suggested the new delivery model strengthening advantages of case studies. Findings: Studies and surveys made from 2009 to the present are promising. There is a visible improvement in students’ grades and observed changes in students’ behavior toward more active in-class participation. Recommendations for Practitioners: This paper focuses on implementation and technical aspects of the presented method. However, the application of the presented method needs robust and time-consuming preparation of the teacher before the class. Recommendation for Researchers: The current results show that the proposed method has the potential to improve students’ experience in applied business courses. The project is ongoing and will undergo progressive changes while collecting new experiences. The method may be applied to other types of courses. By focusing on the storytelling and rich picture, we avoid technological bias when we teach business problem-solving. We focus instead on teaching students the social-organizational interactions influencing the problem solution. Impact on Society: Implementing of cultural sensitivity into the teaching process. Making teaching process more attractive for multicultural students. Future Research: Reducing teacher overload when using the method presented by the development of computerized tools. This is undergoing through utilizing Unreal Engine. Also, it is planned to enhance our team by artists and designers related to computer games.

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Storytelling: The Next Step for Visualization

Abstract: Abstract

Cited by 331 publications

References 7 publications

Digital Story Mapping to Advance Educational Atlas Design and Enable Student Engagement

Digital Story Mapping to Advance Educational Atlas Design and Enable Student Engagement

On the Challenges and Opportunities in Visualization for Machine Learning and Knowledge Extraction: A Research Agenda

Let’s Tell a Story Together

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