Browsing by Author "Firat, Elif E."

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    A Constructivism-based Approach to Treemap Literacy in the Classroom
    (The Eurographics Association, 2023) Firat, Elif E.; Lang, Colm; Srinivas, Bhumika; Peng, Ilena; Laramee, Robert S.; Joshi, Alark; Magana, Alejandra; Zara, Jiri
    Treemaps are a popular representation to show hierarchical as well as part-to-whole relationships in data. While most students are aware of node-link representations / network diagrams based on their K-12 education, treemaps are often a novel representation to them. We present our experience of developing a software using principles from constructivism to help students understand treemaps using linked, side-by-side views of a node-link diagram and a treemap of the same data. Based on the qualitative survey conducted at the end of the intervention, students found the linked views to be beneficial for understanding hierarchical representation of data using treemaps.
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    Evaluating Bloom's Taxonomy-based Learning Modules for Parallel Coordinates Literacy
    (The Eurographics Association, 2022) Peng, Ilena; Firat, Elif E.; Laramee, Robert S.; Joshi, Alark; Bourdin, Jean-Jacques; Paquette, Eric
    In this paper, we present the results of an intervention designed to introduce parallel coordinates to students. The intervention contains six new modules inspired by Bloom's taxonomy that featured a combination of videos, tests, and tasks. We studied the impact of our modules with a corrective feedback mechanism inspired by Mastery Learning. Based on analyzing the data of our students, we found that students in the Corrective Immediate Feedback (CIF) group performed better on average on all the modules as compared to the students in the No Feedback (NF) group. In the tasks where students were required to construct parallel coordinates plots, students in the Corrective Immediate Feedback group produced plots with appropriate use of color, labels, legends, etc. Overall, students in both groups grew more confident in their ability to recognize parallel coordinates plots and expressed high confidence in their ability to interpret, create, and use parallel coordinates plots for data exploration and presentation in the future.
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    MoneyVis: Open Bank Transaction Data for Visualization and Beyond
    (The Eurographics Association, 2023) Firat, Elif E.; Vytla, Dharmateja; Singh, Navya Vasudeva; Jiang, Zhuoqun; Laramee, Robert S.; Hoellt, Thomas; Aigner, Wolfgang; Wang, Bei
    With the rapid evolution of financial technology (FinTech) the importance of analyzing financial transactions is growing in importance. As the prevalence and number of financial transactions grow, so does the necessity of visual analysis tools to study the behavior represented by these transactions. However, real bank transaction data is generally private for security and confidentiality reasons, thus preventing its use for visual analysis and research. We present MoneyData, an anonymized open bank data set spanning seven years worth of transactions for research and analysis purposes. To our knowledge, this is the first real-world retail bank transaction data that has been anonymized and made public for visualization and analysis by other researchers. We describe the data set, its characteristics, and the anonymization process and present some preliminary analysis and images as a starting point for future research. The transactions are also categorized to facilitate understanding. We believe the availability of this open data will greatly benefit the research community and facilitate further study of finance.
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    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.