Visualization Literacy at Elementary School

Abstract : This work advances our understanding of children's visualization literacy, and aims to improve it through a novel approach for teaching visualization at elementary school. We first contribute an analysis of data graphics and activities employed in grade K to 4 educational materials, and the results of a survey conducted with 16 elementary school teachers. We find that visualization education could benefit from integrating pedagogical strategies for teaching abstract concepts with established interactive visualization techniques. Building on these insights, we develop and study design principles for novel interactive teaching material aimed at increasing children's visualization literacy. We specifically contribute C'est La Vis, an online platform for teachers and students to respectively teach and learn about pictographs and bar charts, and report on our initial observations of its use in grades K and 2.
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Communication dans un congrès
CHI '17 - Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems , May 2017, Denver, CO, United States. CHI '17 pp.5485-5497, 2017, 〈10.1145/3025453.3025877〉
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https://hal.inria.fr/hal-01558717
Contributeur : Fanny Chevalier <>
Soumis le : dimanche 9 juillet 2017 - 15:23:53
Dernière modification le : vendredi 17 novembre 2017 - 08:50:19

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Basak Alper, Nathalie Henry Riche, Fanny Chevalier, Jeremy Boy, T. Metin Sezgin. Visualization Literacy at Elementary School. CHI '17 - Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems , May 2017, Denver, CO, United States. CHI '17 pp.5485-5497, 2017, 〈10.1145/3025453.3025877〉. 〈hal-01558717〉

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