Cell Layers: Uncovering clustering structure and knowledge in unsupervised single-cell transcriptomic analysis

MotivationUnsupervised clustering of single-cell transcriptomics is a powerful method for identifying cell populations. Static visualization techniques for single-cell clustering only display results for a single resolution parameter. Analysts will often evaluate more than one resolution parameter, but then only report one.ResultsWe developed Cell Layers, an interactive Sankey tool for the quantitative investigation of gene expression, coexpression, biological processes, and cluster integrity across clustering resolutions. Cell Layers enhances the interpretability of single-cell clustering by linking molecular data and cluster evaluation metrics, to provide novel insight into cell populations.Availability and implementationUpon request

Does Interaction Improve Bayesian Reasoning with Visualization?

Interaction enables users to effectively navigate large amounts of data, supports cognitive processing, and increases methods of data representation. However, beyond popular beliefs, there have been few attempts to empirically demonstrate whether adding interaction to a static visualization improves its function. In this paper, we address this gap. We use a classic Bayesian reasoning task as a test bed for evaluating whether allowing users to interact with a static visualization can improve their reasoning. Through a crowdsourced study, we show that adding interaction to a static Bayesian reasoning visualization does not necessarily improve users’ accuracy on a Bayesian reasoning task, and in some cases can significantly detract from it. Moreover, we demonstrate that changes in performance are modulated by the design of the underlying visualization, and users’ spatial ability. Our work suggests that interaction is not as unambiguously good as we often believe.

DESAIN MODEL PURWARUPA AUGMENTED REALITY PATUNG KARWAR 4.0 SEBAGAI MEDIA PEMBELAJARAN SENI TRADISI BIAK PAPUA

One of the cultural arts of the Papua Biak tribe that is still maintained in traditional ceremonies is the wor tradition and the making of karwar or korwar statues. Karwar statue as a shadow of the spirit and where Nin lives. The spirit of karwar or arawah gives the strength to look after the family, the garden, bring rain, keep away diseases and so on. The re-introduction of the karwar statue using AR technology is one way for young people to be interested in the existence of Biak tribal arts and culture. This study used a static visualization method that shows phenomena or processes in the form of a representation of the design path of the AR PASUA PA prototype model specifically the spatial and temporary entities of the AR Karwar Biak Papua Statue. The results of this study illustrate the modeling concept and procedure model developed in the design of the AR Karwar 4.0 prototype model by considering the needs of users and the problems of artists, connoisseurs and pedagogic of cultural arts learners, especially the cultural arts of Biak Papua

THE EFFECT OF VISUALIZATION TYPE AND STUDENT SPATIAL ABILITIES ON LEARNING ACHIEVEMENT

Students’ spatial ability plays an important role in instruction with dynamic and static visualizations. This research was aimed at describing 1) the difference in learning achievement between the students who learned from dynamic visualization and static visualization, 2) the difference in learning achievement among students who have high spatial ability and those who have low spatial ability, and 3) the interaction between type of visualization and spatial ability on learning achievement. This research used the non-equivalent control group quasi-experimental design. The sample consisted of 115 eighth grade students in Singaraja, Indonesia. The data were collected by learning achievement test and Paper Folding Test. The data were analyzed using ANCOVA. The results showed that:1) there was a significant difference in learning achievement between the students who learned from dynamic visualization and static visualization; 2) there was a significant difference in learning achievement between the students who have high spatial ability and those who have low spatial ability, and 3) there was no interaction between visualization type and spatial ability on learning achievement. Therefore, the different combination of the types of visualization and sequence of presentation and relation with individual characteristic can be elaborated more in the further research. Keywords: dynamic visualization, learning achievement, science instruction, spatial ability, static visualization.

COMPARISON OF USER PERFORMANCE WITH INTERACTIVE AND STATIC 3D VISUALIZATION – PILOT STUDY

Interactive 3D visualizations of spatial data are currently available and popular through various applications such as Google Earth, ArcScene, etc. Several scientific studies have focused on user performance with 3D visualization, but static perspective views are used as stimuli in most of the studies. The main objective of this paper is to try to identify potential differences in user performance with static perspective views and interactive visualizations. This research is an exploratory study. An experiment was designed as a between-subject study and a customized testing tool based on open web technologies was used for the experiment. The testing set consists of an initial questionnaire, a training task and four experimental tasks. Selection of the highest point and determination of visibility from the top of a mountain were used as the experimental tasks. Speed and accuracy of each task performance of participants were recorded. The movement and actions in the virtual environment were also recorded within the interactive variant. The results show that participants deal with the tasks faster when using static visualization. The average error rate was also higher in the static variant. The findings from this pilot study will be used for further testing, especially for formulating of hypotheses and designing of subsequent experiments.