Exploratory versus Explanatory Visual Learning Analytics: Driving Teachers’ Attention through Educational Data Storytelling

Echeverria, V; Martinez-Maldonaldo, R; Buckingham Shum, S; Chiluiza, K; Granda, R; Conati, C

Exploratory versus Explanatory Visual Learning Analytics: Driving Teachers’ Attention through Educational Data Storytelling

Echeverria, V Martinez-Maldonaldo, R Buckingham Shum, S

Chiluiza, K Granda, R Conati, C

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Publisher:: Society for Learning Analytics Research
Publication Type:: Journal Article
Citation:: Journal of Learning Analytics, 2018, 5, (3), pp. 72-97
Issue Date:: 2018-11-24

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Field	Value	Language
dc.contributor.author	Echeverria, V
dc.contributor.author	Martinez-Maldonaldo, R
dc.contributor.author	Buckingham Shum, S https://orcid.org/0000-0002-6334-7429
dc.contributor.author	Chiluiza, K
dc.contributor.author	Granda, R
dc.contributor.author	Conati, C
dc.date.accessioned	2022-08-25T19:55:10Z
dc.date.available	2022-08-25T19:55:10Z
dc.date.issued	2018-11-24
dc.identifier.citation	Journal of Learning Analytics, 2018, 5, (3), pp. 72-97
dc.identifier.issn	1929-7750
dc.identifier.issn	1929-7750
dc.identifier.uri	http://hdl.handle.net/10453/160871
dc.description.abstract	<jats:p>From a human-centred computing perspective, supporting the interpretation of educational dashboards and visualizations by the people intended to use them exposes critical design challenges that may often be trivialized. Empirical evidence already shows that “usable” visualizations are not necessarily effective from an educational perspective. Since an educator’s interpretation of visualized data is essentially the construction of a narrative about student progress, in this paper, we propose the concept of “Educational Data Storytelling” as an approach for explaining student data by aligning educational visualizations with the intended learning design. We present a pilot study that explores the effectiveness of these data storytelling elements based on educator responses to prototypes by analyzing the kinds of stories they articulate, their eye-tracking behaviour, and their preferences after inspecting a series of student data visualizations. The dual purpose is to understand the contribution of each visual element for data storytelling, as well as the effectiveness of the enhancements when combined.</jats:p>
dc.language	en
dc.publisher	Society for Learning Analytics Research
dc.relation.ispartof	Journal of Learning Analytics
dc.relation.isbasedon	10.18608/jla.2018.53.6
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1303 Specialist Studies in Education
dc.title	Exploratory versus Explanatory Visual Learning Analytics: Driving Teachers’ Attention through Educational Data Storytelling
dc.type	Journal Article
utslib.citation.volume	5
utslib.for	1303 Specialist Studies in Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)/Connected Intelligence Centre
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.date.updated	2022-08-25T19:55:07Z
pubs.issue	3
pubs.publication-status	Published online
pubs.volume	5
utslib.citation.issue	3

Abstract:

From a human-centred computing perspective, supporting the interpretation of educational dashboards and visualizations by the people intended to use them exposes critical design challenges that may often be trivialized. Empirical evidence already shows that “usable” visualizations are not necessarily effective from an educational perspective. Since an educator’s interpretation of visualized data is essentially the construction of a narrative about student progress, in this paper, we propose the concept of “Educational Data Storytelling” as an approach for explaining student data by aligning educational visualizations with the intended learning design. We present a pilot study that explores the effectiveness of these data storytelling elements based on educator responses to prototypes by analyzing the kinds of stories they articulate, their eye-tracking behaviour, and their preferences after inspecting a series of student data visualizations. The dual purpose is to understand the contribution of each visual element for data storytelling, as well as the effectiveness of the enhancements when combined.

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http://hdl.handle.net/10453/160871