What University Students Learn In Visualization Classes
Maryam Hedayati - Northwestern University, Evanston, United States
Matthew Kay - Northwestern University, Chicago, United States
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Room: Bayshore I + II + III
2024-10-18T12:42:00Z GMT-0600 Change your timezone on the schedule page
2024-10-18T12:42:00Z
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Keywords
visualization literacy, visualization pedagogy, graph comprehension, visualization expertise
Abstract
As a step towards improving visualization literacy, this work investigates how students approach reading visualizations differently after taking a university-level visualization course. We asked students to verbally walk through their process of making sense of unfamiliar visualizations, and conducted a qualitative analysis of these walkthroughs. Our qualitative analysis found that after taking a visualization course, students engaged with visualizations in more sophisticated ways: they were more likely to exhibit design empathy by thinking critically about the tradeoffs behind why a chart was designed in a particular way, and were better able to deconstruct a chart to make sense of it. We also gave students a quantitative assessment of visualization literacy and found no evidence of scores improving after the class, likely because the test we used focused on a different set of skills than those emphasized in visualization classes. While current measurement instruments for visualization literacy are useful, we propose developing standardized assessments for additional aspects of visualization literacy, such as deconstruction and design empathy. We also suggest that these additional aspects could be incorporated more explicitly in visualization courses. All supplemental materials are available at https://osf.io/w5pum/.