Browsing by Author "Chen, Min"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    An Ontological Framework for Supporting the Design and Evaluation of Visual Analytics Systems
    (The Eurographics Association and John Wiley & Sons Ltd., 2019) Chen, Min; Ebert, David; Gleicher, Michael and Viola, Ivan and Leitte, Heike
    Designing, evaluating, and improving visual analytics (VA) systems is a primary area of activities in our discipline. In this paper, we present an ontological framework for recording and categorizing technical shortcomings to be addressed in a VA workflow, reasoning about the causes of such problems, identifying technical solutions, and anticipating secondary effects of the solutions. The methodology is built on the theoretical premise that designing a VA workflow is an optimization of the costbenefit ratio of the processes in the workflow. It makes uses three fundamental measures to group and connect ''symptoms'', ''causes'', ''remedies'', and ''side-effects'', and guide the search for potential solutions to the problems. In terms of requirement analysis and system design, the proposed methodology can enable system designers to explore the decision space in a structured manner. In terms of evaluation, the proposed methodology is time-efficient and complementary to various forms of empirical studies, such as user surveys, controlled experiments, observational studies, focus group discussions, and so on. In general, it reduces the amount of trial-and-error in the lifecycle of VA system development.
  • Thumbnail Image
    Item
    VisGuided: A Community-driven Approach for Education in Visualization
    (The Eurographics Association, 2021) Diehl, Alexandra; Firat, Elif E.; Torsney-Weir, Thomas; Abdul-Rahman, Alfie; Bach, Benjamin; Laramee, Robert; Pajarola, Renato; Chen, Min; Sousa Santos, Beatriz and Domik, Gitta
    We propose a novel educational approach for teaching visualization, using a community-driven and participatory methodology that extends the traditional course boundaries from the classroom to the broader visualization community.We use a visualization community project, VisGuides, as the main platform to support our educational approach. We evaluate our new methodology by means of three use cases from two different universities. Our contributions include the proposed methodology, the discussion on the outcome of the use cases, the benefits and limitations of our current approach, and a reflection on the open problems and noteworthy gaps to improve the current pedagogical techniques to teach visualization and promote critical thinking. Our findings show extensive benefits from the use of our approach in terms of the number of transferable skills to students, educational resources for educators, and additional feedback for research opportunities to the visualization community.