Search

Educational Data Virtual Lab (EDVL) is an open-source platform for data exploration and analysis that combines the power of a coding environment, the convenience of an interactive visualization engine, and the infrastructure needed to handle the complete data lifecycle. Based on the building blocks of the FIWARE European platform and Apache Zeppelin, this tool allows domain experts to become acquainted with data science methods using the data available within their own organization, ensuring that the skills they acquire are relevant to their field and driven by their own professional goals. We used EDVL in a pilot study in which we carried out a focus group within a multinational company to gain insight into potential users' perceptions of EDVL, both from the educational and operational points of view. The results of our evaluation suggest that EDVL holds a great potential to train the workforce in data science skills and to enable collaboration among professionals with different levels of expertise. [ABSTRACT FROM AUTHOR]

This article describes the motivation, design, and evaluation of the VisVisual toolkit to engage students in learning essential visualization concepts, algorithms, and techniques. The toolkit includes four independent components: 1) VolumeVisual, 2) FlowVisual, 3) GraphVisual, and 4) TreeVisual, covering scalar and vector data visualization in scientific visualization and graph and tree layouts in information visualization. Complementary to the toolkit design is resource development, aiming to help instructors integrate VisVisual into their curriculum. [ABSTRACT FROM AUTHOR]

With the widespread advent of visualization techniques to convey complex data, visualization literacy (VL) is growing in importance. Two noteworthy facets of literacy are user understanding and the discovery of visual patterns with the help of graphical representations. The research literature on VL provides useful guidance and opportunities for further studies in this field. This introduction summarizes and presents research on VL that examines how well users understand basic and advanced data representations. To the best of our knowledge, this is the first tutorial article on interactive VL. We describe evaluation categories of existing relevant research into unique subject groups that facilitate and inform comparisons of literacy literature and provide a starting point for interested readers. In addition, the introduction also provides an overview of the various evaluation techniques used in this field of research and their challenging nature. Our introduction provides researchers with unexplored directions that may lead to future work. This starting point serves as a valuable resource for beginners interested in the topic of VL. [ABSTRACT FROM AUTHOR]

The ability to recognize misleading data visualizations is a key aspect of visualization literacy. In this article, we argue that learning to successfully identify a deceptive graphic requires strategies that deliberately force learners to take an active role in the visualization process. We describe a series of experiments where three groups of learners were shown various deceptive graphics and asked to answer a series of questions. Three different interventions were analyzed to compare the educational effectiveness of the strategies used to engage learners into the process of identifying deceptive visualizations. Our results suggest that the ability to identify deceptive visualizations must be explicitly taught as a core element of visualization literacy. Although both traditional and self-learning approaches are beneficial, the more active the intervention, the higher its educational effectiveness. [ABSTRACT FROM AUTHOR]

Rayground is a novel online framework for fast prototyping and interactive demonstration of ray tracing algorithms. It aims to set the ground for the online development of ray-traced visualization algorithms in an accessible manner for everyone, stripping off the mechanics that get in the way of creativity and the understanding of the core concepts. Due to the COVID-19 pandemic, remote teaching and online coursework have taken center stage. In this work, we demonstrate how Rayground can incorporate advanced instructive rendering media during online lectures as well as offer attractive student assignments in an engaging, hands-on manner. We cover things to consider when building or porting methods to this new development platform, best practices in remote teaching and learning activities, and time-tested assessment and grading strategies suitable for fully online university courses. [ABSTRACT FROM AUTHOR]

This article details a system titled “Camera as Mediator” that was built to aid undergraduate Film Studies students study camera placement and shot composition techniques. Learning how camera placement impacts a film is a common educational outcome in undergraduate Film Studies classes. However, building a controlled set with proper lighting, actors, and props is a cost- and time-prohibitive task in a typical introductory course. A virtual system can give students more hands-on experience and leave ample time to focus on core learning outcomes. To this end, we constructed a photorealistic virtual environment to replicate a scene from the Charlie Chaplin film “The Gold Rush” using computer-generated models and three-dimensional scans of actors dressed as the characters from the movie. An interface was designed to allow students to navigate around the scene with a virtual camera and capture shots from perspectives not visible in the original movie. By saving and comparing these different shots, students are easily able to explore how the mood and feel of a story changes with the camera’s perspective. Doing this virtually enables undergraduate students in large classes and/or online classes and with potentially limited time and equipment to study film making techniques in greater depth than they would otherwise. [ABSTRACT FROM AUTHOR]

Data visualization is hard to master because of the inherent complexities that characterize the challenge of facilitating understanding. Competence with data visualization is gaining in recognition as an essential capability and thus fostering the necessary skills is paramount to prepare students for their future professional activity in this field; yet, it is a challenge for educators to design programs that cover all facets. This article presents a framework that profiles the range of different capability "ingredients" which form the recipe of expertise in data visualization, from the point of view of an experienced practitioner. [ABSTRACT FROM AUTHOR]

Modern computer graphics courses require students to complete assignments involving computer programming. The evaluation of student programs, either by the student (self-assessment) or by the instructors (grading) can take a considerable amount of time and does not scale well with large groups. Interactive judges giving a pass/fail verdict do constitute a scalable solution, but they only provide feedback on output correctness. In this article, we present a tool to provide extensive feedback on student submissions. The feedback is based both on checking the output against test sets, as well as on syntactic and semantic analysis of the code. These analyses are performed through a set of code features and instructor-defined rubrics. The tool is built with Python and supports shader programs written in GLSL. Our experiments demonstrate that the tool provides extensive feedback that can be useful to support self-assessment, facilitate grading, and identify frequent programming mistakes. [ABSTRACT FROM AUTHOR]

We share our experiences teaching university students about clustering algorithms using EduClust, an online visualization we developed. EduClust supports professors in preparing teaching material and students in visually and interactively exploring cluster steps and the effects of changing clustering parameters. We used EduClust for two years in our computer science lectures on clustering algorithms and share our experience integrating the online application in a data science curriculum. We also point to opportunities for future development. [ABSTRACT FROM AUTHOR]

Virtual reality (VR) applications meet fundamental principles of rehabilitation: intensity, task oriented training, biofeedback, environments rich in stimuli, and motivation, all pivotal factors for the success of rehabilitation programs. This paper describes the development process of a set of VR minigames developed to increase the motivation of stroke patients while performing repetitive upper limb movements. [ABSTRACT FROM AUTHOR]

In an effort to develop visualization analysis and design skills in master's level information visualization students, the authors use a well-known analytical usability evaluation method, heuristic evaluation, with different sets of heuristics to teach students to analyze visualization applications. The proposed approach, used for three consecutive years, has successfully stimulated critical analysis and discussion sessions as well as helped raise students' awareness concerning the benefit of using systematic analysis methods and the strategies and guidelines that should be used to design visualization applications. [ABSTRACT FROM AUTHOR]

Craniometric analysis plays an important role in anthropology studies and forensics. This paper presents CraMs, an application using a new craniometric approach based on 3D models of the skull. The main objective is to obtain, through a process supervised by anthropologists, the main points of interest used to compute craniometric measurements. The application aids this process by analyzing the skull geometry and automatically providing points of interest. The application also allows for semiautomatic point detection, where the user provides an initial guess that might be refined based on the curvature of the skull, as well as the manual selection of any other points of interest. Moreover, results comparing measurements obtained with CraMs and traditional craniometry methods on eight skulls suggest that the application provides comparable craniometric measurements and lower inter-observer variability. This approach offers advantages such as an easier access to skulls with no risk of bone damage and the possibility of defining new measurements based on morphology or other skull characteristics, which are not possible using traditional methods. [ABSTRACT FROM PUBLISHER]

DETI-Interact is an interactive system that offers information relevant to students in the lobby of the University of Aveiro's Department of Electronics, Telecommunications and Informatics (DETI). The project started in 2009 with a master's thesis addressing interaction with public displays through Android smartphones. Since then, it has evolved considerably; it currently allows gesture interaction based on a Kinect sensor. Meanwhile, it has involved third-year students, master's students, and undergraduate students participating in a research initiation program. [ABSTRACT FROM AUTHOR]

Geophysical experts aimed to establish a method to identify contamination by landfill leakage without chemically analyzing subsoil samples, which is time-consuming and expensive. To that end, researchers developed a software package that let the experts create 3D visualizations of geophysical data acquired around the landfill and apply statistical analysis to detect anomalous values. The data used, electrical resistivity, are typically sparse. So, the application employs kriging to interpolate the data and provide a volumetric representation of the subsoil resistivity. To avoid invalid conclusions, the visualization also represents uncertainty. The application enabled the experts to better understand the phenomenon and to develop and validate their method. Their evaluation of the application indicated that it helped them throughout the method's development and significantly eased their workload. [ABSTRACT FROM AUTHOR]

The past 10 years have seen profound changes in visualization algorithms, techniques, methodologies, and applications. These changes are forcing alterations to visualization courses. Unfortunately, outdated course content recommendations, together with profound changes in the underlying technology and methodology, are producing an unstable ground for educators at a time when visual representations are becoming increasingly important. To address this issue, educators held meetings or workshops at Siggraph 2011 and 2012 and a panel and workshop at Eurographics 2012. This article presents the insights gathered at these events. [ABSTRACT FROM AUTHOR]

The authors argue in favor of introducing user studies into computer graphics, human-computer interaction, and information visualization courses. They discuss two sets of user studies they developed and performed over several years, with student collaboration, and the different aspects of the studies they had to consider. They also discuss a user study they designed for an information visualization course. [ABSTRACT FROM PUBLISHER]