DataPlay

2013 ◽  
pp. 46-60
Author(s):  
Colleen Macklin
Keyword(s):  
Conceptual Framework ◽  
Information Visualization ◽  
Information Age ◽  
Large Datasets ◽  
Information Design ◽  
Research Project ◽  
Game Mechanics

DataPlay is a research project inspired by the concept of a “ludic age” (Chaplin & Zimmerman, 2008), where the challenges of extracting knowledge from the “data deluge” of the information age (Economist, 2010) are met with game-based approaches to information design. This paper examines Mannahatta: The Game in order to illustrate the issues involved in translating large datasets into games and game mechanics. The prescriptive work of Tufte (1983, 1990) regarding information visualization provides a conceptual framework and is applied to this paper. Tufte’s (1983, 1990) approach is convergent and divergent from the strategies uncovered in the research into games as ways to not just visualize, but directly experience data.

DataPlay

2011 ◽  
Vol 1 (2) ◽  
pp. 19-33
Author(s):  
Colleen Macklin
Keyword(s):  
Conceptual Framework ◽  
Information Visualization ◽  
Information Age ◽  
Large Datasets ◽  
Information Design ◽  
Research Project ◽  
Game Mechanics

DataPlay is a research project inspired by the concept of a “ludic age” (Chaplin & Zimmerman, 2008), where the challenges of extracting knowledge from the “data deluge” of the information age (Economist, 2010) are met with game-based approaches to information design. This paper examines Mannahatta: The Game in order to illustrate the issues involved in translating large datasets into games and game mechanics. The prescriptive work of Tufte (1983, 1990) regarding information visualization provides a conceptual framework and is applied to this paper. Tufte’s (1983, 1990) approach is convergent and divergent from the strategies uncovered in the research into games as ways to not just visualize, but directly experience data.

Social and Distributed Cognition in Collaborative Learning Contexts

2010 ◽  
pp. 295-311
Author(s):  
Jeffrey Mok
Keyword(s):  
Social Cognition ◽  
Collaborative Learning ◽  
Conceptual Framework ◽  
Learning Environments ◽  
Distributed Cognition ◽  
Information Age ◽  
Collaborative Processes ◽  
Learning Contexts ◽  
Technological Artifacts ◽  
Context Of Learning

Technological artifacts such as computers and mobile electronic devices have dramatically increased our learning interactions with machines. Coupled with the increasingly different forms of collaborative learning situations, our contemporary learning environments have become more complex and interconnected in today’s information age. How do we understand the learning and collaborative processes in such environments? How do members receive, analyze, synthesize, and propagate information in crowded systems? How do we investigate the collaborative processes in an increasingly sophisticated learning environment? What is collaboration in the current technological age? This chapter, using the conceptual framework of distributed and social cognition, will seek to answer these questions. It will describe the current perspectives on social and distributed cognition in the context of learning, and examine how these theories can inform the processes of collaborative learning with computers. The chapter will conclude with implications to our learning environments today.

scholarly journals Healing the Past by Nurturing the Future—co-designing perinatal strategies for Aboriginal and Torres Strait Islander parents experiencing complex trauma: framework and protocol for a community-based participatory action research study

BMJ Open ◽  
2019 ◽  
Vol 9 (6) ◽  
pp. e028397 ◽  
Author(s):  
Catherine Chamberlain ◽  
Graham Gee ◽  
Stephanie Janne Brown ◽  
Judith Atkinson ◽  
Helen Herrman ◽  
...  
Keyword(s):  
Action Research ◽  
Conceptual Framework ◽  
Participatory Action Research ◽  
Torres Strait Islander ◽  
Complex Trauma ◽  
Participatory Action ◽  
Community Based ◽  
Research Project ◽  
Torres Strait ◽  
Action Research Cycles

IntroductionChild maltreatment and other traumatic events can have serious long-term physical, social and emotional effects, including a cluster of distress symptoms recognised as ‘complex trauma’. Aboriginal and Torres Strait Islander (Aboriginal) people are also affected by legacies of historical trauma and loss. Trauma responses may be triggered during the transition to parenting in the perinatal period. Conversely, becoming a parent offers a unique life-course opportunity for healing and prevention of intergenerational transmission of trauma. This paper outlines a conceptual framework and protocol for an Aboriginal-led, community-based participatory action research (action research) project which aims to co-design safe, acceptable and feasible perinatalawareness, recognition, assessmentandsupportstrategies for Aboriginal parents experiencing complex trauma.Methods and analysisThis formative research project is being conducted in three Australian jurisdictions (Northern Territory, South Australia and Victoria) with key stakeholders from all national jurisdictions. Four action research cycles incorporate mixed methods research activities including evidence reviews, parent and service provider discussion groups, development and psychometric evaluation of a recognition and assessment process and drafting proposals for pilot, implementation and evaluation. Reflection and planning stages of four action research cycles will be undertaken in four key stakeholder workshops aligned with the first four Intervention Mapping steps to prepare programme plans.Ethics and disseminationEthics and dissemination protocols are consistent with the National Health and Medical Research Council Indigenous Research Excellence criteria of engagement, benefit, transferability and capacity-building. A conceptual framework has been developed to promote the application of core values of safety, trustworthiness, empowerment, collaboration, culture, holism, compassion and reciprocity. These include related principles and accompanying reflective questions to guide research decisions.

scholarly journals Aesthetics and Clarity in Information Visualization: The Designer’s Perspective

Arts ◽  
2018 ◽  
Vol 7 (4) ◽  
pp. 72
Author(s):  
Annemarie Quispel ◽  
Alfons Maes ◽  
Joost Schilperoord
Keyword(s):  
Mass Media ◽  
Data Visualization ◽  
Information Visualization ◽  
Information Design ◽  
Future Research ◽  
Good Design ◽  
The Public ◽  
Objective Information ◽  
Data Visualizations ◽  
Important Design

Designers are increasingly involved in creating ‘popular’ data visualizations in mass media. Scientists in the field of information visualization propose collaborations between designers and scientists in popular data visualization. They assume that designers put more emphasis on aesthetics than on clarity in their representation of data, and that they aim to convey subjective, rather than objective, information. We investigated designers’ criteria for good design for a broad audience by interviewing professional designers and by reviewing information design handbooks. Additionally, we investigated what might make a visualization aesthetically pleasing (attractive) in the view of the designers. Results show that, according to the information designers, clarity and aesthetics are the main criteria, with clarity being the most important. They aim to objectively inform the public, rather than conveying personal opinions. Furthermore, although aesthetics is considered important, design literature hardly addresses the characteristics of aesthetics, and designers find it hard to define what makes a visualization attractive. The few statements found point at interesting directions for future research.

The European Ambition

2020 ◽  
Author(s):  
Luciano Bardi ◽  
Wojciech Gagatek ◽  
Carine Germond ◽  
Karl Magnus Johansson ◽  
Wolfram Kaiser ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
European Integration ◽  
Political Science ◽  
Political System ◽  
Political Sociology ◽  
European Studies ◽  
Research Project ◽  
Eu Countries ◽  
System P ◽  
Direct Elections

This book traces the EPP Group’s institutional, organisational and political trajectory in the European Parliament, focusing on the period after the first direct elections in 1979. In doing so, it sheds light on the functioning of parliamentary party groups, while at the same time creating the conditions for a better understanding of their role in the process of European integration and in the EU’s political system. Based on the conceptual framework of different disciplines—history, political science, European studies and political sociology—this book is the outcome of a research project involving scholars with diverse academic backgrounds and from different EU countries.

Computer-Intensive Algebra and Students' Conceptual Knowledge of Functions

1998 ◽  
Vol 29 (1) ◽  
pp. 21-40
Author(s):  
Brian R. O'Callaghan
Keyword(s):  
Conceptual Framework ◽  
Conceptual Knowledge ◽  
Attitudes Toward Mathematics ◽  
Function Concept ◽  
Function Model ◽  
Research Project

This article describes a research project that examined the effects of the Computer-Intensive Algebra (CIA) and traditional algebra curricula on students' understanding of the function concept. The foundation for the research is a proposed conceptual framework that describes function knowledge in terms of component competencies. The results indicated that the CIA students achieved a better overall understanding of functions and were better at the components of modeling, interpreting, and translating. No significant differences were found for reifying, which emerged as the most difficult component in the proposed function model. Further, the CIA students showed significant improvements in their attitudes toward mathematics, were less anxious about mathematics, and rated their class as more interesting. A higher percentage of students successfully completed the CIA course.

Dust & Magnet: Multivariate Information Visualization Using a Magnet Metaphor

2005 ◽  
Vol 4 (4) ◽  
pp. 239-256 ◽  
Author(s):  
Ji Soo Yi ◽  
Rachel Melton ◽  
John Stasko ◽  
Julie A. Jacko
Keyword(s):  
General Population ◽  
Information Visualization ◽  
Real World ◽  
Daily Life ◽  
Information Age ◽  
Visualization Tool ◽  
Visualization Technique ◽  
Visualization Techniques

The use of multivariate information visualization techniques is intrinsically difficult because the multidimensional nature of data cannot be effectively presented and understood on real-world displays, which have limited dimensionalities. However, the necessity to use these techniques in daily life is increasing as the amount and complexity of data grows explosively in the information age. Thus, multivariate information visualization techniques that are easier to understand and more accessible are needed for the general population. In order to meet this need, the present paper proposes Dust & Magnet, a multivariate information visualization technique using a magnet metaphor and various interactive techniques. The intuitive magnet metaphor and subsequent interactions facilitate the ease of learning this multivariate information visualization technique. A visualization tool such as Dust & Magnet has the potential to increase the acceptance of and utility for multivariate information by a broader population of users who are not necessarily knowledgeable about multivariate information visualization techniques.

The four faces of information visualization: A conceptual framework for a postgraduate program

2017 ◽  
Author(s):  
Maria do Carmo Botelho ◽  
Emilio Tavora Vilar ◽  
Elsa Cardoso ◽  
Ana Pinto Martinho ◽  
Pedro Duarte de Almeida ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Information Visualization
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