Searcharxiv⌕ Search

arXiv subjects

Antonia Saske

Publications and source records attributed to Antonia Saske.

2 recordsLinked to original sources
arXiv2025

A Multidimensional Assessment Method for Situated Visualization Understanding (MdamV)

How audiences read, interpret, and critique data visualizations is mainly assessed through performance tests featuring tasks like value retrieval. Yet, other factors shown to shape visualization understanding, such as numeracy, graph familiarity, and aesthetic perception, remain underrepresented in existing instruments. To address this, we design and test a Multidimensional Assessment Method of Situated Visualization Understanding (MdamV). This method integrates task-based measures with self-perceived ability ratings and open-ended critique, applied directly to the visualizations being read. Grounded in learning sciences frameworks that view understanding as a multifaceted process, MdamV spans six dimensions: Comprehending, Decoding, Aestheticizing, Critiquing, Reading, and Contextualizing. Validation was supported by a survey (N=438) representative of Austria's population (ages 18-74, male/female split), using a line chart and a bar chart on climate data. Findings show, for example, that about a quarter of respondents indicate deficits in comprehending simple data units, roughly one in five people felt unfamiliar with each chart type, and self-assessed numeracy was significantly related to data reading performance (p=0.0004). Overall, the evaluation of MdamV demonstrates the value of assessing visualization understanding beyond performance, framing it as a situated process tied to particular visualizations.

cs.HC↗
arXiv2025

Encountering Friction, Understanding Crises: How Do Digital Natives Make Sense of Crisis Maps?

Crisis maps are regarded as crucial tools in crisis communication, as demonstrated during the COVID-19 pandemic and climate change crises. However, there is limited understanding of how public audiences engage with these maps and extract essential information. Our study investigates the sensemaking of young, digitally native viewers as they interact with crisis maps. We integrate frameworks from the learning sciences and human-data interaction to explore sensemaking through two empirical studies: a thematic analysis of online comments from a New York Times series on graph comprehension, and interviews with 18 participants from German-speaking regions. Our analysis categorizes sensemaking activities into established clusters: inspecting, engaging with content, and placing, and introduces responding personally to capture the affective dimension. We identify friction points connected to these clusters, including struggles with color concepts, responses to missing context, lack of personal connection, and distrust, offering insights for improving crisis communication to public audiences.

cs.HC↗