P. Ruchikachorn and N. Supavong, “Exploring Handmade Soap as a Visualization Medium,” PacificVis 2021 Posters, Tianjin, China, 19-22 April 2021.
We ordered handmade soaps to visually reflect 12 digital visualization designs in our previous work. The soap colors precisely matched the designs while the shapes varied. Our expectations of the 12 designs did not match the soap maker’s evaluations. Their comments were noted for picking designs suitable for soap making in the future. This can be helpful for further explorations of other physical materials for visualization, especially in every objects.
P. Ruchikachorn, P. Duangklad, and T. Ruangdej, “A Case Study of Data Visualization and Storytelling Workshop for Middle School Students,” PacificVis 2020 Posters, Tianjin, China, 3-5 June 2020. [Honorable Mention Award]
Visualization and storytelling skills can be trained during early school years. We aimed to teach visualization knowledge through a workshop whose participants were 100 middle school students across Thailand. With several tangible materials and an assigned topic, a group of five students collected data, mostly from a primary source, produced a visualization and gave a short presentation on data insights. Despite different backgrounds, all groups shared similar visualization types. Concrete and abstract data representations in pictographs, bar charts, and pie charts were popular.
P. Ruchikachorn and K. Mueller, “Learning Visualizations by Analogy: Promoting Visual Literacy through Visualization Morphing,” IEEE Transactions on Visualization and Computer Graphics, vol. 21, no. 9, 2015.
🕹 Demo: The interactive versions of the morphings of all visualization pairs are at http://puripant.ruchikachorn.com/vis-analogy/
We propose the concept of teaching (and learning) unfamiliar visualizations by analogy, that is, demonstrating an unfamiliar visualization method by linking it to another more familiar one, where the in-betweens are designed to bridge the gap of these two visualizations and explain the difference in a gradual manner. As opposed to a textual description, our morphing explains an unfamiliar visualization through purely visual means. We demonstrate our idea by ways of four visualization pair examples: data table and parallel coordinates, scatterplot matrix and hyperbox, linear chart and spiral chart, and hierarchical pie chart and treemap. The analogy is commutative i.e. any member of the pair can be the unfamiliar visualization. A series of studies showed that this new paradigm can be an effective teaching tool. The participants could understand the unfamiliar visualization methods in all of the four pairs either fully or at least significantly better after they observed or interacted with the transitions from the familiar counterpart. The four examples suggest how helpful visualization pairings be identified and they will hopefully inspire other visualization morphings and associated transition strategies to be identified.