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Luc Renambot

Publications and source records attributed to Luc Renambot.

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Marks, Channels, and Dead Ends: Stop Running Graphical Perception Studies and Start Modeling Visualizations as Images

Graphical perception studies are the visualization community's preferred tool for evaluating visualizations. By measuring how accurately people interpret arrangements of visual marks and channels, they aim to establish best practices for visual encoding. We argue that this model is fundamentally flawed, and no amount of additional empirical studies will fix it. Visualization theory frames effectiveness at the level of the encoder: which data-to-visual mappings work best in a given context. Human perception, however, operates as a fundamentally different decoder at the level of retinal images. This encoder-decoder asymmetry means that experimental results and guidelines can be poor predictors of perceptual performance. Moreover, the image reaching the visual system emerges from interactions among encoding rules, input data, and micro-design parameters--factors largely invisible to encoding theory. Consequently, small changes in data distributions or design variations can substantially alter perception even when the nominal encoding remains unchanged. We argue that visualizations should instead be studied as images and evaluated using computational models of human vision that take pixels as input. Such models capture the perceptual representations the visual system actually constructs, shifting evaluation toward the decoder rather than abstract encoding specifications. This approach is scalable, human-grounded, and sensitive to emergent image properties that both encoding theory and graphical perception studies miss. We first describe weaknesses of the current paradigm and propose a theory of visualization perception grounded in summary-statistical accounts of vision. We then show how image-based vision models can predict visualization discriminability in scatterplots while reproducing established results. We close by outlining a research agenda for vision-based visualization evaluation.

cs.HC

Space to Teach: Content-Rich Canvases for Visually-Intensive Education

With the decreasing cost of consumer display technologies making it easier for universities to have larger displays in classrooms, and the ubiquitous use of online tools such as collaborative whiteboards for remote learning during the COVID-19 pandemic, combining the two can be useful in higher education. This is especially true in visually intensive classes, such as data visualization courses, that can benefit from additional "space to teach," coined after the "space to think" sense-making idiom. In this paper, we reflect on our approach to using SAGE3, a collaborative whiteboard with advanced features, in higher education to teach visually intensive classes, provide examples of activities from our own visually-intensive courses, and present student feedback. We gather our observations into usage patterns for using content-rich canvases in education.

cs.HC