教学可视化中的表征保真度：迈向多维设计空间
Representational Fidelity in Didactic Visualization: Toward a Multidimensional Design Space
- Univ. of Toronto（多伦多大学）
- Univ. of Guelph（圭尔夫大学）
- Harvard Medical School（哈佛医学院）
机构由 AI 辅助整理，请以论文原文为准。
中文总结 AI 辅助
针对表征保真度被简化为单一连续体的问题，本文基于175项语料归纳出包含五个维度及七个亚维度的教学可视化设计空间，并通过焦点小组和案例研究验证其描述力与生成潜力。
中文摘要 AI 辅助
表征保真度通常被当作一个单一的抽象-写实连续体，这种简化限制了其在研究和设计语境中的描述与比较。我们为科学与工程领域的教学可视化引入了一个多维的表征保真度设计空间，该空间基于涵盖多个学科、模态和教学目标的175项语料归纳得出。最终的设计空间包含五个维度：形态保真度、动态保真度、提示保真度、情境保真度和交互保真度，并进一步细分为七个亚维度。我们通过多轮扩展与精炼展示了该设计空间的描述力，并分析语料以揭示维度间的关系及其对设计和研究的启示。我们进一步通过一个试点焦点小组验证该设计空间，参与者在开放式设计练习中应用了这些维度。由此产生的草图与口头理由为一项单设计师应用案例研究提供了依据，初步证明了该设计空间作为结构化设计探索辅助工具的生成潜力。这些贡献共同为未来研究和更具意图性的设计实践奠定了基础。
英文摘要
Representational fidelity is routinely treated as a single abstract-realistic continuum, a simplification that limits how it is described and compared across research and design contexts. We introduce a multidimensional design space of representational fidelity for didactic visualization in science & engineering, inductively derived from a 175-item corpus spanning several disciplines, modalities, and instructional aims. The resulting design space specifies five dimensions: Morphological, Dynamic, Cueing, Contextual, and Interactive Fidelity, with seven sub-dimensions. We demonstrate the design space's descriptive power through successive rounds of expansion and refinement and analyze the corpus to reveal relationships among dimensions and implications for design and research. We further validate the design space through a pilot focus group in which participants applied the dimensions in an open-ended design exercise. Resulting sketches and verbal rationales informed a single-designer applied case study, offering preliminary evidence of the design space's generative potential as a structured aid to design exploration. Together, these contributions lay the groundwork for future research and more intentional design practice.
