Building information visualization of e-learning data with Vis2Learning guidelines

Maylon Pires Macedo; Ranilson Oscar Araújo Paiva; Isabela Gasparini; Luciana A. M. Zaina

doi:10.5753/jis.2022.1967

Authors

Maylon Pires Macedo Federal University of São Carlos (UFSCar) https://orcid.org/0000-0002-2686-1103
Ranilson Oscar Araújo Paiva Federal University of Alagoas (UFAL) https://orcid.org/0000-0002-0894-751X
Isabela Gasparini Santa Catarina State University (UDESC) https://orcid.org/0000-0002-8094-9261
Luciana A. M. Zaina Federal University of São Carlos (UFSCar) https://orcid.org/0000-0002-1736-544X

DOI:

https://doi.org/10.5753/jis.2022.1967

Keywords:

Information Visualization, User Interaction, InfoVis, Educational Data, Learning Analytics

Abstract

Information Visualization provides techniques to make better charts that enhance human perception about patterns in data and consequently support the user interpretation. In the educational area, visualizations help professionals to analyze a great amount of data to inform decisions to improve the learningteaching process. The literature has shown that there is a gap in the development of educational data visualizations that fulfill enduser needs. This paper presents Vis2Learning: a scenariobased set of guidelines for the development of visualizations in the elearning context. Vis2Learning provides a set of scenarios from which educational data visualizations can be developed, for each scenario, we provide the recommended chart, its aim, characteristics and examples of its application in the elearning context. Besides, we provide a set of guidelines to improve users’ interaction with each chart. We applied an online questionnaire with 34 endusers (Brazilian teachers), evaluating visualizations that were created by using the Vis2Learning. The results reveal: (1) the visualizations, based on Vis2Learning, were more suitable to be applied in the elearning context; (2) some nontraditional visualization formats are difficult to interpret by users who did not have previous experience with visualizations in the elearning context; and (3) experience in teaching is not strictly related to knowledge of charts about educational data.

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