提高数据可视化素养:学校学习教材的比较研究
IEEE transactions on visualization and computer graphics
|November 20, 2025
概括
学生在解释复杂的数据可视化方面有所提高,例如堆叠的区域图和流图. 然而,学习材料并没有显著影响结果,这表明参与和积极学习是关键因素.
科学领域:
- 教育技术的教育技术
- 数据可视化 识字能力 数据可视化
- 认知科学在教育中的应用
背景情况:
- 对学生来说,解释各种数据可视化是非常重要的.
- 学生经常遇到困难与不熟悉的图表格式.
- 现有的学习材料可能无法充分解决可视化理解挑战.
研究的目的:
- 为了比较四种学习材料 (教科书,漫画,视频,游戏) 对学生解释各种图表类型的能力的有效性.
- 评估这些材料对中高中生数据可视化技能的影响.
- 在数据可视化教育中识别影响学习成果的因素.
主要方法:
- 一项涉及68名中高中生的比较课堂研究.
- 利用前后测试,工作表活动和小组讨论进行评估.
- 专注于学生对线图,面积图,堆叠面积图和流图的理解.
主要成果:
- 在理解堆叠面积图和流图方面观察到有统计学意义的改进.
- 在四种测试的学习材料之间,没有发现学习成果的显著差异.
- 超过70%的学生很难识别潜在的模式,这表明深度理解的差距.
- 阅读疲劳被认为是影响参与度和解释准确性的常见挑战.
结论:
- 仅仅学习材料的格式并不能保证提高数据可视化和解释能力.
- 学生的参与,动机和积极的学习策略显著影响教育成果.
- 迫切需要教育工具来促进更深入的理解,减少认知负载,并加强与复杂数据可视化积极参与.
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