This document discusses research on effective data visualization (dataviz) design. It summarizes key principles from e-learning and information visualization research that can benefit dataviz design, including: using words and pictures over just words; excluding extraneous information; guiding user attention; and presenting information in learner-paced segments. It also discusses how interactivity, annotation, narration, and animation can improve learning from data visualizations.

1. How e-learning research can benefit dataviz design
Bas
Broekhuizen
|
29.03.12
|
Universiteit
van
Amsterdam

2. two dimensions of dataviz
analyze
An
infographic
visually
communicates
qualita?ve
or
quan?ta?ve
informa?on
communicate

3. qualitative infographics
NY Times Tahrir Square Feature, Gold Medal Malofiej20

4. quantitative infographics
NY Times, Guantanamo prodcution, Gold Medal Malofiej20

5. purposes of communication
Pursuade
Inform
Entertain

6. to persuade
my.obama.com (2010)

7. to inform
Frédérik
Ruys,
Het
Financieele
Dagblad
(2008)

8. to entertain
nederlandvanboven.vpro.nl

9. interactivity
Interactivity is the extent to which
users can participate in modifying the
form and content of a mediated
environment in real-time.
Steuer (1992)

10. infovis research
Heer,
Bostock,
Ogievetsky
(2010)

11. visual information seeking mantra
Shneiderman (1996)

12. visual information seeking mantra
analyze
communicate

13. typology of interactive tools
analyze
communicate
Heer & Shneiderman (2012)

14. multimedia learning

15. multimedia learning
Multimedia principle
People learn better from words
and pictures than from words
alone.
Coherence principle
People learn better when
extraneous words, pictures,
and sounds are excluded
rather than included.
Mayer (2001)

16. coherence
cbs.nl

17. coherence?
cbs.nl

18. all you can imagine
datavizchallenge.org

19. Multimedia Learning
Pre-training principle
People learn better from a
multimedia lesson when they
know the main concepts.
Attention-guiding principle
People learn better when their
attention is guided to specific
parts of the display, verbally or
graphically.
Mayer (2001), Bétrancourt (2005)

20. annotation
“The
annota?on
layer
is
the
most
important
thing
we
do.
Without
it
it’s
like
saying
to
your
audience:
‘Here’s
an
interface,
now
go
ahead
and
browse
for
the
rest
of
your
life.’”
Amanda
Cox,
The
NY
Times

21. annotation and guidance
news.bbc.co.uk
(2009)

22. annotation and guidance
news.bbc.co.uk
(2009)

23. annotation and guidance
news.bbc.co.uk
(2009)

24. annotation and guidance
guardian.co.uk
(2011)

25. multimedia learning
Segmenting principle
People learn better when a
multimedia lesson is presented in
learner-paced segments rather
than as a continuous unit.
Mayer (2001)

26. segmenting
Interac/ve
Slideshow
Mar?ni
Glass
Structure
Drill
Down
Story
Segel
&
Heer
(2010)

27. interactive slideshow
ny?mes.com
(2011)

28. multimedia learning
Modality principle
People learn better from
animation and narration than from
animation and on-screen text.
Mayer (2001)

29. the missing modality
Europe
by
numbers,
guardian.co.uk
(2011)

30. need proof?
Hans
Rosling
in
The
Joy
of
Stats
(2010)

31. I have a dream
analyze
communicate

32. just a substitute

33. bas.broekhuizen@gmail.com
www.basbroekhuizen.nl
www.interac?ve-­‐infographics.com