Visualizing the workings of agent-based models: Diagrams as a tool for communication and knowledge acquisition

There is growing evidence that visualization aids knowledge transfer. However, the cases where learners have been actively involved as cocreators of knowledge visualization aids are limited. Furthermore, employing knowledge visualization for teaching and learning in high-school science have been proposed but empirical evidence of the effect on knowledge transfer is limited. The purpose of this study is to report on the knowledge transfer effect of applying usability-based knowledge visualization guidelines. A design-based research methodology guided by pragmatism was applied. The data capturing methods include a questionnaire-based survey, interviews and observations. The results suggest that the use of knowledge visualization can support knowledge transfer and the students' learning experience in secondary school education, but more research is required to confirm this. The contribution of this paper is to add to the emerging discourse on the use of knowledge visualization for teaching and learning, and to report on how knowledge visualization guidelines can be used in practice.

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“…9. Legend: A supplementary object that offers detailed explanations of the symbols provides multiple views of the data [36]. 10.…”

Section: Methodsmentioning

confidence: 99%

Knowledge Transfer in Science Education: The Case for Usability-Based Knowledge Visualization Guidelines

Fadiran¹,

Biljon²,

Schoeman³

2020

Lecture Notes in Computer Science

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“…(4) Google maps [56,73,127]. (5) Flowcharts [50,57]. (6) Cognitive level map [2,60,83,117,118,122,125,130].…”

Section: Systematic Literature Review Of Knowledge Visualisationmentioning

confidence: 99%

A Framework to Maximise the Communicative Power of Knowledge Visualisations

Renaud

Biljon

2019

Proceedings of the South African Institute of Computer Scientists and Information Technologists 2019

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Knowledge visualisation, in the field of information systems, is both a process and a product, and is informed by the closely aligned fields of information visualisation and knowledge management. Knowledge visualisation has untapped potential within the purview of knowledge communication. Even so, there is little evidence of knowledge visualisations being deployed. This might be due to a lack of evidence-based guidance to inform their creation. To improve this situation, we derived a number of "lenses" that can be used to reveal essential perspectives and feed into the visualisation production process.We propose a conceptual framework which incorporates these lenses to guide producers of knowledge visualisations. This framework uses the different lenses to reveal critical perspectives that need to be considered during the design process. We conclude by demonstrating how this framework could be used to produce an knowledge visualisation with maximum communicative power .

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“…[30][31][32][33] Legend An accompanying item which: provides detailed explanations on symbols used, can become a control panel for making changes and provide multiple views onto data. [20,34] Use of colours…”

Section: Know Your Audiencementioning

confidence: 99%

How can visualisation principles be used to support knowledge transfer in teaching and learning?

Fadiran

Biljon

Schoeman

2018

2018 Conference on Information Communications Technology and Society (ICTAS)

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Visualisation has proven benefits in supporting knowledge transfer. Furthermore, it can enable learners to become co-creators rather than only consumers of knowledge. Technological advancements have made visualisation more accessible as a mechanism to improve teaching and learning but theorisation and best practices are lacking. This study aims to investigate the usefulness of knowledge visualisation principles for improving knowledge presentation and demonstrating knowledge transfer by high school learners. A design-based research methodology is applied which required the creation and evaluation of guidelines (artefacts) in order to assess the effects of knowledge visualisation principles while visualising. The results indicate that some of the knowledge visualisation principles extracted from literature could improve knowledge transfer in secondary school education. The contribution of this paper is to propose a set of validated knowledge visualisation guidelines towards the theory and practice of using knowledge visualisation in teaching and learning.

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Visualizing the workings of agent-based models: Diagrams as a tool for communication and knowledge acquisition

Cited by 14 publications

References 34 publications

Knowledge Transfer in Science Education: The Case for Usability-Based Knowledge Visualization Guidelines

Knowledge Transfer in Science Education: The Case for Usability-Based Knowledge Visualization Guidelines

A Framework to Maximise the Communicative Power of Knowledge Visualisations

How can visualisation principles be used to support knowledge transfer in teaching and learning?

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