Pedagogy & physicalization: designing learning activities around physical data representations
MetadataShow full item record
Research in sonification and physicalization have expanded data representation techniques to include senses beyond the visual. Yet, little is known of how people interpret and make sense of haptic and sonic compared to visual representations. We have conducted two phenomenologically oriented comparative studies (applying the Repertory Grid and the Microphenomenological interview technique) to gather in-depth accounts of people's interpretation and experience of different representational modalities that included auditory, haptic and visual variations . Our findings show a rich characterization of these different representational modalities: our visually oriented representations engage through their familiarity, accuracy and easy interpretation, while our representations that stimulated auditory and haptic interpretation were experienced as more ambiguous, yet stimulated an engaging interpretation of data that involved the whole body. We describe and discuss in detail participants' processes of making sense and generating meaning using the modalities' unique characteristics, individually and as a group. Our research informs future research in the area of multimodal data representations from both a design and methodological perspective.
Hogan , T , Hinrichs , U , Jansen , Y , Huron , S , Gourlet , P , Hornecker , E & Nissen , B 2017 , Pedagogy & physicalization: designing learning activities around physical data representations . in Proceedings of the 2017 ACM Conference Companion Publication on Designing Interactive Systems (DIS'17) . ACM , New York , pp. 345-347 , Conference on Designing Interactive Systems (DIS'17) , Edinburgh , United Kingdom , 11/06/17 . https://doi.org/10.1145/3064857.3064859workshop
Proceedings of the 2017 ACM Conference Companion Publication on Designing Interactive Systems (DIS'17)
© 2017, the Owner(s)/the Author(s). This work has been made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at dl.acm.org / http://dx.doi.org/10.1145/3064857.3064859
Items in the St Andrews Research Repository are protected by copyright, with all rights reserved, unless otherwise indicated.