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The increasing reliance on Large Language Models (LLMs) for health information seeking can pose severe risks due to the potential for misinformation and the complexity of these topics. This paper introduces KNOWNET a visualization system that integrates LLMs with Knowledge Graphs (KG) to provide enhanced accuracy and structured exploration. Specifically, for enhanced accuracy, KNOWNET extracts triples (e.g., entities and their relations) from LLM outputs and maps them into the validated information and supported evidence in external KGs. For structured exploration, KNOWNET provides next-step recommendations based on the neighborhood of the currently explored entities in KGs, aiming to guide a comprehensive understanding without overlooking critical aspects. To enable reasoning with both the structured data in KGs and the unstructured outputs from LLMs, KNOWNET conceptualizes the understanding of a subject as the gradual construction of graph visualization. A progressive graph visualization is introduced to monitor past inquiries, and bridge the current query with the exploration history and next-step recommendations. We demonstrate the effectiveness of our system via use cases and expert interviews., Comment: 9 pages, 9 figures, accepted by IEEE VIS 2024

AI models (including LLM) often rely on narrative question-answering (QA) datasets to provide customized QA functionalities to support downstream children education applications; however, existing datasets only include QA pairs that are grounded within the given storybook content, but children can learn more when teachers refer the storybook content to real-world knowledge (e.g., commonsense knowledge). We introduce the FairytaleCQA dataset, which is annotated by children education experts, to supplement 278 storybook narratives with educationally appropriate commonsense knowledge. The dataset has 5,868 QA pairs that not only originate from the storybook narrative but also contain the commonsense knowledge grounded by an external knowledge graph (i.e., ConceptNet). A follow-up experiment shows that a smaller model (T5-large) fine-tuned with FairytaleCQA reliably outperforms much larger prompt-engineered LLM (e.g., GPT-4) in this new QA-pair generation task (QAG). This result suggests that: 1) our dataset brings novel challenges to existing LLMs, and 2) human experts' data annotation are still critical as they have much nuanced knowledge that LLMs do not know in the children educational domain.

Recent advances in mobile augmented reality (AR) techniques have shed new light on personal visualization for their advantages of fitting visualization within personal routines, situating visualization in a real-world context, and arousing users' interests. However, enabling non-experts to create data visualization in mobile AR environments is challenging given the lack of tools that allow in-situ design while supporting the binding of data to AR content. Most existing AR authoring tools require working on personal computers or manually creating each virtual object and modifying its visual attributes. We systematically study this issue by identifying the specificity of AR glyph-based visualization authoring tool and distill four design considerations. Following these design considerations, we design and implement MARVisT, a mobile authoring tool that leverages information from reality to assist non-experts in addressing relationships between data and virtual glyphs, real objects and virtual glyphs, and real objects and data. With MARVisT, users without visualization expertise can bind data to real-world objects to create expressive AR glyph-based visualizations rapidly and effortlessly, reshaping the representation of the real world with data. We use several examples to demonstrate the expressiveness of MARVisT. A user study with non-experts is also conducted to evaluate the authoring experience of MARVisT.

This paper presents an authoring environment for augmenting static visualizations with virtual content in augmented reality. Augmenting static visualizations can leverage the best of both physical and digital worlds, but its creation currently involves different tools and devices, without any means to explicitly design and debug both static and virtual content simultaneously. To address these issues, we design an environment that seamlessly integrates all steps of a design and deployment workflow through its main features: i) an extension to Vega, ii) a preview, and iii) debug hints that facilitate valid combinations of static and augmented content. We inform our design through a design space with four ways to augment static visualizations. We demonstrate the expressiveness of our tool through examples, including books, posters, projections, wall-sized visualizations. A user study shows high user satisfaction of our environment and confirms that participants can create augmented visualizations in an average of 4.63 minutes.

This paper presents an empirical evaluation of the performance of the Generative Pre-trained Transformer (GPT) model in Harvard's CS171 data visualization course. While previous studies have focused on GPT's ability to generate code for visualizations, this study goes beyond code generation to evaluate GPT's abilities in various visualization tasks, such as data interpretation, visualization design, visual data exploration, and insight communication. The evaluation utilized GPT-3.5 and GPT-4 to complete assignments of CS171, and included a quantitative assessment based on the established course rubrics, a qualitative analysis informed by the feedback of three experienced graders, and an exploratory study of GPT's capabilities in completing border visualization tasks. Findings show that GPT-4 scored 80% on quizzes and homework, and TFs could distinguish between GPT- and human-generated homework with 70% accuracy. The study also demonstrates GPT's potential in completing various visualization tasks, such as data cleanup, interaction with visualizations, and insight communication. The paper concludes by discussing the strengths and limitations of GPT in data visualization, potential avenues for incorporating GPT in broader visualization tasks, and the need to redesign visualization education., Comment: vis short papge