Peer review is a widely utilized pedagogical feedback mechanism for engaging students, which has been shown to improve educational outcomes. However, we find limited discussion and empirical measurement of peer review in visualization coursework. In addition to engagement, peer review provides direct and diverse feedback and reinforces recently-learned course concepts through critical evaluation of others' work. In this paper, we discuss the construction and application of peer review in a computer science visualization course, including: projects that reuse code and visualizations in a feedback-guided, continual improvement process and a peer review rubric to reinforce key course concepts. To measure the effectiveness of the approach, we evaluate student projects, peer review text, and a post-course questionnaire from 3 semesters of mixed undergraduate and graduate courses. The results indicate that course concepts are reinforced with peer review---82% reported learning more because of peer review, and 75% of students recommended continuing it. Finally, we provide a road-map for adapting peer review to other visualization courses to produce more highly engaged students.
Peer review is a widely utilized feedback mechanism for engaging students. As a pedagogical method, it has been shown to improve educational outcomes, but we have found limited empirical measurement of peer review in visualization courses. In addition to increasing engagement, peer review provides diverse feedback and reinforces recently-learned course concepts through critical evaluation of others' work. We discuss the construction and application of peer review in two visualization courses from different colleges at the University of South Florida. We then analyze student projects and peer r…
Computing devices such as laptops, tablets and mobile phones have become part of our daily lives. End users increasingly know more and more information about these devices. Further, more technically savvy end users know how such devices are being built and know how to choose one over the others. However, we cannot say the same about the Internet of Things (IoT) products. Due to its infancy nature of the marketplace, end users have very little idea about IoT products. To address this issue, we developed a method, a crowdsourced peer learning activity, supported by an online platform (OLYMPUS) t…
In visualization education, both science and humanities, the literature is often divided into two parts: the design aspect and the analysis of the visualization. However, we find limited discussion on how to motivate and engage visualization students in the classroom. In the field of Writing Studies, researchers develop tools and frameworks for student peer review of writing. Based on the literature review from the field of Writing Studies, this paper proposes a new framework to implement visualization peer review in the classroom to engage today's students. This framework can be customized fo…
This workshop focuses on visualization education, literacy, and activities. It aims to streamline previous efforts and initiatives of the visualization community to provide a format for education and engagement practices in visualization. It intends to bring together junior and senior scholars to share research and experience and to discuss novel activities, teaching methods, and research challenges. The workshop aims to serve as a platform for interdisciplinary researchers within and beyond the visualization community such as education, learning analytics, science communication, psychology, o…
The amount of visual communication we are facing is rapidly increasing, and skills to process, understand, and generate visual representations are in high demand. Especially students focusing on computer graphics and visualization can benefit from a more diverse education on visual literacy, as they often have to work on graphical representations for broad masses after their graduation. Our proposed teaching approach incorporates basic design thinking principles into traditional visualization and graphics education. Our course was inspired by the book Dear Data that was the subject of a lively…
The aim of visualization is to support people in dealing with large and complex information structures, to make these structures more comprehensible, facilitate exploration, and enable knowledge discovery. However, users often have problems reading and interpreting data from visualizations, in particular when they experience them for the first time. A lack of visualization literacy, i.e., knowledge in terms of domain, data, visual encoding, interaction, and also analytical methods can be observed. To support users in learning how to use new digital technologies, the concept of onboarding has b…
Newcastle University（纽卡斯尔大学）；The Alan Turing Institute（艾伦·图灵研究所）
We present a case study in the use of machine+human mixed intelligence for visualization quality assessment, applying automated visualization quality metrics to support the human assessment of data visualizations produced as coursework by students taking higher education courses. A set of image informatics algorithms including edge congestion, visual saliency and colour analysis generate machine analysis of student visualizations. The insight from the image informatics outputs has proved helpful for the marker in assessing the work and is also provided to the students as part of a written repo…
Due to their pedagogical advantages, large final projects in information visualization courses have become standard practice. Students take on a client--real or simulated--a dataset, and a vague set of goals to create a complete visualization or visual analytics product. Unfortunately, many projects suffer from ambiguous goals, over or under-constrained client expectations, and data constraints that have students spending their time on non-visualization problems (e.g., data cleaning). These are important skills, but are often secondary course objectives, and unforeseen problems can majorly hin…
A Large-Scale Feasibility Study of Screen-based 3D Visualization and Augmented Reality Tools for Human Anatomy Education: Exploring Gender Perspectives in Learning Experience
What Do Visualization Instructors Want Students to Learn? Introducing a Concept Inventory for Visualization Design
Paul G. Allen School of Computer Science and Engineering at the University of Washington（华盛顿大学保罗·G·艾伦计算机科学与工程学学院）；Department of Human Centered Design and Engineering at the University of Washington（华盛顿大学以人为本的设计与工程系）
Building on game design and education research, this paper introduces narrative-focused role-playing games as a way to promote visualization literacy in young children. Visualization literacy skills are vital in understanding the world around us and constructing meaningful visualizations, yet, how to better develop these skills at an early age remains largely overlooked and understudied. Only recently has the visualization community started to fill this gap, resulting in preliminary studies and development of educational tools for use in early education. We add to these efforts through the exp…
Through the WordStream Glass: Revisiting Quantitative Encoding for Qualitative Learning Analytics
Harvard Medical School（哈佛医学院）；University of New Hampshire（新罕布什尔大学）；Hanoi University of Science and Technology（河内科学技术大学）；University of Washington Bothell（华盛顿大学博塞尔分校）
Students of visualization come to formal education with an abundance of personal experience. However, one's exposure to graphics through media and education may not be sufficiently diverse to appreciate the nuance and complexity required to design and evaluate effective representations. While many introductory courses in visualization address best practices for visual encoding of data based on perceptual characteristics, as cognitive scientists, we place equal value on representational decisions based on communicative context: how the representation is intended to be used. In this pedagogical …
Architectural Education faces limitations due to its tactile approach to learning in classrooms with only 2-D and 3-D tools. At a higher level, virtual reality provides a potential for delivering more information to individuals undergoing design learning. This paper investigates a hypothesis establishing grounds towards a new research in Building Information Modeling (BIM) and Virtual Reality (VR). The hypothesis is projected to determine best practices for content creation and tactile object virtual interaction, which potentially can improve learning in architectural & construction education …
Education sector is adopting new technologies for both teaching and learning pedagogy. Augmented Reality (AR) is a new technology that can be used in the educational pedagogy to enhance the engagement with students. Students interact with AR-based educational material for more visualization and explanation. Therefore, the use of AR in education is becoming more popular. However, most researches narrate the use of AR technologies in the field of English, Maths, Science, Culture, Arts, and History education but the absence of ethical education is visible. In our paper, we design the system and d…
Learning Management Systems (LMS) and Educational Data Mining (EDM) are two important parts of online educational environment with the former being a centralised web-based information systems where the learning content is managed and learning activities are organised (Stone and Zheng,2014) and latter focusing on using data mining techniques for the analysis of data so generated. As part of this work, we present a literature review of three major tasks of EDM (See section 2), by identifying shortcomings and existing open problems, and a Blumenfield chart (See section 3). The consolidated set of…
This is the arXiv index for the electronic proceedings of GD 2021, which contains the peer-reviewed and revised accepted papers with an optional appendix. Proceedings (without appendices) are also to be published by Springer in the Lecture Notes in Computer Science series.
Peer Assessment is a task of analysis and commenting on student's writing by peers, is core of all educational components both in campus and in MOOC's. However, with the sheer scale of MOOC's & its inherent personalised open ended learning, automatic grading and tools assisting grading at scale is highly important. Previously we presented survey on tasks of post classification, knowledge tracing and ended with brief review on Peer Assessment (PA), with some initial problems. In this review we shall continue review on PA from perspective of improving the review process itself. As such rest of t…
This is the arXiv index for the electronic proceedings of GD 2019, which contains the peer-reviewed and revised accepted papers with an optional appendix. Proceedings (without appendices) are also to be published by Springer in the Lecture Notes in Computer Science series.
Feedback is an important aspect of design education, and crowdsourcing has emerged as a convenient way to obtain feedback at scale. In this paper, we investigate how crowdsourced design feedback compares to peer design feedback within a design-oriented HCI class and across two metrics: perceived quality and perceived fairness. We also examine the perceived monetary value of crowdsourced feedback, which provides an interesting contrast to the typical requester-centric view of the value of labor on crowdsourcing platforms. Our results reveal that the students (N=106) perceived the crowdsourced d…
The MolecularWeb Universe: Web-Based, Immersive, Multiuser Molecular Graphics And Modeling, for Education and Work in Chemistry, Structural Biology, and Materials Sciences
Exploring Communication Strategies for Collaborative LLM Agents in Mathematical Problem-Solving
Institute for Intelligent Systems, University of Memphis, Memphis, TN, USA（智能系统研究所，密苏里大学）；Department of Electrical and Computer Engineering, University of Memphis, Memphis, TN, USA（电气与计算机工程系，密苏里大学）；AI4STEM Education Center, University of Georgia, Athens, GA, USA（AI4STEM教育中心，佐治亚大学）；National GENIUS Center, Athens, GA, USA（国家GENIUS中心）；Department of Mathematics, Science, and Social Studies Education, University of Georgia, Athens, GA, USA（数学、科学与社会科学教育系，佐治亚大学）；Faculty of Education, The University of Hong Kong, Hong Kong, PR China（教育学院，香港大学）；Educational Testing Service, Princeton, NJ, USA（教育测评服务）；Department of Applied Social Sciences, Hong Kong Polytechnic University, Hong Kong, PR China（应用社会科学系，香港理工大学）；Department of Psychology, University of Memphis, Memphis, TN, USA（心理学系，密苏里大学）
该研究使用 GPT-4o 在 MATH 数据集上比较双智能体数学解题的四种沟通模式，发现同伴协作准确率最高，并表明有效对话行为是提升 AI 教育协作解题的关键。
We present a state-of-the-art report on visualization in astrophysics. We survey representative papers from both astrophysics and visualization and provide a taxonomy of existing approaches based on data analysis tasks. The approaches are classified based on five categories: data wrangling, data exploration, feature identification, object reconstruction, as well as education and outreach. Our unique contribution is to combine the diverse viewpoints from both astronomers and visualization experts to identify challenges and opportunities for visualization in astrophysics. The main goal is to pro…
Student performance prediction is critical to online education. It can benefit many downstream tasks on online learning platforms, such as estimating dropout rates, facilitating strategic intervention, and enabling adaptive online learning. Interactive online question pools provide students with interesting interactive questions to practice their knowledge in online education. However, little research has been done on student performance prediction in interactive online question pools. Existing work on student performance prediction targets at online learning platforms with predefined course c…
Toward an Insider Threat Education Platform: A Theoretical Literature Review
The Beacom College of Computer & Cyber Sciences, Dakota State University（达科他州立大学比科姆计算机与网络学院）；College of Arts & Sciences, Dakota State University（达科他州立大学文理学院）；Mason School of Business, The College of William and Mary（威廉玛丽学院梅森商学院）
This paper draws together nine strategies for creative visualization activities. Teaching visualization often involves running learning activities where students perform tasks that directly support one or more topics that the teacher wishes to address in the lesson. As a group of educators and researchers in visualization, we reflect on our learning experiences. Our activities and experiences range from dividing the tasks into smaller parts, considering different learning materials, to encouraging debate. With this paper, our hope is that we can encourage, inspire, and guide other educators wi…
