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Visual agnosia is a condition characterized by the inability to recognize visually presented objects despite having normal vision. For instance, a person with visual agnosia can describe the shape and color of an object but cannot identify or name it. This impairment does not affect their visual field, acuity, color vision, brightness discrimination, language, or memory. An example of this condition in a social setting is someone at a dinner party asking for "that silver thing with a round...
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    Visualization designers can improve communicative visualizations by adopting a learning-based approach. Framing the recipient as a student and the designer as a teacher using learning objectives enhances design and evaluation.

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    Area of Science:

    • Data Visualization
    • Human-Computer Interaction
    • Learning Sciences

    Background:

    • Existing evaluation languages for exploratory visualizations do not apply to communicative visualizations.
    • Current design practices often focus narrowly on cognitive efficiency, neglecting message retention.
    • This leads to difficulties in principled design and selection of communicative visualizations.

    Purpose of the Study:

    • To address the mismatch between designers' intent and available descriptive language for communicative visualizations.
    • To propose a learning-based framework for designing and evaluating communicative visualizations.
    • To explore the application and limitations of this learning-based framework.

    Main Methods:

    • Survey and interviews with members of the Data Visualization Society.
    • Analysis of communicative visualization objectives identified through participant-provided examples.
    • Qualitative assessment of the proposed learning-based framework's utility.

    Main Results:

    • Identified a wide spectrum of objectives for communicative visualizations.
    • Highlighted the prevalence of specific types of communicative objectives.
    • Demonstrated how learning objectives can provide a structured approach to design and evaluation.

    Conclusions:

    • A learning-based lens, viewing recipients as students and designers as teachers, offers a robust framework for communicative visualization.
    • Learning objectives enable designers to better define, assess, and compare communicative visualizations.
    • The proposed framework supports a more principled approach to designing visualizations for effective communication and learning.