Construct-A-Vis: Exploring the Free-Form Visualization Processes of Children
Construct-A-Vis: Exploring the Free-Form Visualization Processes of Children
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DOI：
10.1109/tvcg.2019.2934804
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发表时间：
2020-01-01
影响因子：
5.2
通讯作者：
Hinrichs, Uta
中科院分区：
文献类型：
--
作者：
Bishop, Fearn;Zagermann, Johannes;Hinrichs, Uta
培养数据分析技能是现代小学课程的一部分。最近的研究探讨了如何促进儿童的视觉数据表示的理解，通过完成练习，突出具体和抽象映射之间的联系。这种方法通过向儿童呈现目标可视化来支撑可视化活动。但是，我们如何让孩子们参与到由他们自己的映射想法驱动的更自由形式的视觉数据映射练习中呢？我们如何才能构建可视化技术和映射可能性的创造性探索？我们提出了构建-A-维斯，一个基于平板电脑的工具，旨在探索小学生的自由形式和建设性的可视化活动的可行性。结构-A-维斯提供了可调水平的脚手架视觉映射过程。儿童可以单独使用，也可以作为合作活动的一部分。从小学儿童使用建构-A-维斯单独和成对的研究结果突出了这种自由形式的建设性方法的潜力，可见在儿童不同的可视化成果和他们的关键参与的数据和映射过程。基于我们的研究结果，我们为儿童自由形式的可视化工具的设计提供了见解，包括基于工具的脚手架机制和共享交互的作用，以指导儿童的可视化活动。
Building data analysis skills is part of modern elementary school curricula. Recent research has explored how to facilitate children understanding of visual data representations through completion exercises which highlight links between concrete and abstract mappings. This approach scaffolds visualization activities by presenting a target visualization to children. But how can we engage children in more free-form visual data mapping exercises that are driven by their own mapping ideas? How can we scaffold a creative exploration of visualization techniques and mapping possibilities? We present Construct-A-Vis, a tablet-based tool designed to explore the feasibility of free-form and constructive visualization activities with elementary school children. Construct-A-Vis provides adjustable levels of scaffolding visual mapping processes. It can be used by children individually or as part of collaborative activities. Findings from a study with elementary school children using Construct-A-Vis individually and in pairs highlight the potential of this free-form constructive approach, as visible in children diverse visualization outcomes and their critical engagement with the data and mapping processes. Based on our study findings we contribute insights into the design of free-form visualization tools for children, including the role of tool-based scaffolding mechanisms and shared interactions to guide visualization activities with children.