论文标题
通过可视化批评表现出误解
Surfacing Misconceptions Through Visualization Critique
论文作者
论文摘要
可视化的学生以丰富的个人经验进行正规教育。但是，一个人通过媒体和教育接触图形可能不足以欣赏设计和评估有效表示所需的细微差别和复杂性。尽管可视化中的许多介绍课程地址为基于感知特征的数据可视化编码的最佳实践，但作为认知科学家，我们基于交流环境中的代表性决策享有同等价值：如何使用表示表示。在这项教学活动中，我们旨在表现出学习者关于使可视化有效的先入为主的观念。在这里，我们描述了介绍性可视化活动的结构和背景，如何在个人或小组设置中进行，我们对活动可以揭示的常见误解的经验，并以有关如何解决这些问题的建议。
Students of visualization come to formal education with an abundance of personal experience. However, one's exposure to graphics through media and education may not be sufficiently diverse to appreciate the nuance and complexity required to design and evaluate effective representations. While many introductory courses in visualization address best practices for visual encoding of data based on perceptual characteristics, as cognitive scientists, we place equal value on representational decisions based on communicative context: how the representation is intended to be used. In this pedagogical activity, we aim to surface learners' preconceived notions about what makes a visualization effective. Here we describe the structure and context of an introductory-level visualization activity, how it might be conducted in individual or group settings, our experience with the common misconceptions the activity can reveal, and conclude with recommendations on how they might be addressed.
