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Making Learning Visible: Turning Public Engagement into Evidence for Academic Learning
IEEE Computer Graphics and Applications
|June 24, 2026
Summary
This study introduces a pedagogical model using data physicalization for design students. It helps them connect data to experiences and assess audience impact, fostering deeper reflection and engagement.
Area of Science:
- Design Education
- Data Visualization
- Experiential Learning
Background:
- Design students face challenges integrating data into tangible forms and connecting it to real-world experiences.
- Traditional methods may not fully capture the nuances of student learning in data-rich design contexts.
Purpose of the Study:
- To present a pedagogical model that leverages data physicalization for experiential learning in design.
- To introduce a meta-physicalization tool for assessing audience engagement and student reflection.
- To provide a strategy for using audience feedback as evidence in data physicalization education.
Main Methods:
- A three-project studio scaffold was implemented with an instructor-created meta-physicalization artifact.
- The meta-physicalization tool translated public audience engagement into indicators of reflection depth, emotional resonance, and perceived impact.
- The model was tested across three public showcases in an undergraduate design studio.
Main Results:
- Audience engagement showed progression, including sustained interaction and deeper reflective responses.
- The meta-physicalization instrument revealed increased emotional expression and broader resonance with diverse audiences.
- Students gained insights into how their data physicalizations provoked thought and invited interpretation.
Conclusions:
- The proposed pedagogical model offers a replicable framework for data physicalization education.
- The meta-physicalization tool serves as an effective assessment instrument grounded in experiential learning.
- Audience feedback can be strategically used to support reflection-in-action for design students.
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