Identifying Deception as a Critical Component of Visualization Literacy
Identifying Deception as a Critical Component of Visualization Literacy
复制标题
将欺骗视为可视化素养的关键组成部分
DOI：
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发表时间：
2022
影响因子：
1.8
通讯作者：
Ginger Alford
中科院分区：
文献类型：
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作者：
J. Camba;Pedro Company;Vetria L. Byrd;B. Santos;Ginger Alford
识别误导性数据可视化的能力是可视化素养的一个关键方面。在这篇文章中，我们认为学习成功识别欺骗性图形需要策略，故意迫使学习者在可视化过程中发挥积极作用。我们描述了一系列的实验，其中三组学习者被展示了各种欺骗性的图形，并被要求回答一系列问题。分析了三种不同的干预措施，以比较用于吸引学习者参与识别欺骗性可视化过程的策略的教育效果。我们的研究结果表明，识别欺骗性可视化的能力必须作为可视化素养的核心要素明确教授。虽然传统的和自主学习的方法都是有益的，但干预越积极，其教育效果越高。
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.