桌面尺寸物理化与数字可视化的比较研究
A Comparative Study of Table Sized Physicalization and Digital Visualization
AI总结：
本研究对比大尺寸物理模型与数字屏幕的学校建筑历史数据可视化效果，发现物理化在即时理解、长期记忆保持和可用性上表现更优，为教育及公共场景可视化媒介选择提供参考。
摘要：
数据物理化因有望让抽象数据更具实体感、更易理解，正逐渐在公共场景和教育场景中普及。尽管其应用日益广泛，但我们对于大尺寸物理可视化与数字可视化在用户理解度和记忆保持方面的对比，仍存在明显的认知空白。本研究旨在通过对比在大型数字屏幕与大型物理模型上展示学校建筑历史数据的效果，填补这一知识空白。我们的实验招募了32名参与者，分别接触其中一种可视化媒介。我们通过接触后的测试评估用户体验和对内容的即时理解，并通过7天后的随访测试评估记忆保持情况。结果显示两种可视化形式存在显著差异：物理化不仅有助于提升初始理解度，还能显著增强长期记忆保持。此外，用户对物理化的可用性反馈也更高。这些发现凸显了物理化在提升信息理解和记忆方面的重大作用，为未来教育和公共场景中的可视化媒介选择提供了关键见解。
英文摘要：
Data physicalization is gaining popularity in public and educational contexts due to its potential to make abstract data more tangible and understandable. Despite its growing use, there remains a significant gap in our understanding of how large-size physical visualizations compare to their digital counterparts in terms of user comprehension and memory retention. This study aims to bridge this knowledge gap by comparing the effectiveness of visualizing school building history data on large digital screens versus large physical models. Our experimental approach involved 32 participants who were exposed to one of the visualization mediums. We assessed their user experience and immediate understanding of the content, measured through tests after exposure, and evaluated memory retention with follow-up tests seven days later. The results revealed notable differences between the two forms of visualization: physicalization not only facilitated better initial comprehension but also significantly enhanced long-term memory retention. Furthermore, user feedback on usability was also higher on physicalization. These findings underscore the substantial impact of physicalization in improving information comprehension and retention. This study contributes crucial insights into future visualization media selection in educational and public settings.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
