arXiv subjects

Yi-Shan Tsai

Publications and source records attributed to Yi-Shan Tsai.

11 recordsLinked to original sources

arXiv2026

Decoding the Dashboard: Data Comics to Support Students' Understanding of Learning Analytics Visualisations

Learning analytics dashboards (LADs) are intended to help students make sense of their learning data to support reflection and decision-making. However, their visualisations can be complex, particularly for students with low visualisation literacy. Narrative techniques, such as annotated charts and data comics, have been used to communicate insights directly, but not as supplementary materials to empower students to explore their visualisations themselves. In response, we conducted a qualitative study examining how data comics can complement LADs. We interviewed 18 nursing students and 4 of their teachers about a multimodal LAD containing visualisations with data comics explaining them. Analysis showed that data comics were clear, engaging, and helped make complex visualisations more accessible, though they must be carefully designed to avoid overwhelming students with information. The findings suggest that both students and teachers are receptive to data comics as a means of supporting the interpretability of LADs.

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arXiv2026

"Piecing Data Connections Together Like a Puzzle": Effects of Increasing Task Complexity on the Effectiveness of Data Storytelling Enhanced Visualisations

The emerging concept of data storytelling (DS) suggests that enhancing visualisations with annotations and narratives can make complex data more insightful than conventional visualisations. Previous works found that DS-enhanced visualisations are more effective than conventional visualisations for simple tasks like identifying key data points or the main message. However, no previous work has explored the extent to which DS enhancements influence task completion across different levels of cognitive complexity. We address this gap by presenting the results of a study where 128 participants completed tasks based on four visualisations (two line charts and two choropleth maps, either with or without DS elements) spanning a range of complexity based on Bloom's taxonomy, which has been applied in data visualisation to categorise tasks hierarchically from lower to higher-order thinking. Results suggest that while DS-enhanced visualisations effectively support lower-order tasks (finding data points and understanding insights), they don't necessarily aid the correct completion of higher-order tasks (application, analysis, evaluation and creation). However, DS enhancements improve how efficiently participants complete complex tasks.

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arXiv2026

Data Comics for Education: Evaluating Effectiveness, Benefits, and the Ethics of AI-Assisted Creation

In today's data-driven world, students often struggle with interpreting visualisations due to limited visualisation literacy. Data comics have emerged as a promising medium to enhance engagement and understanding, but their educational value has seen little empirical examination, partly due to the effort required to create them. Recent advances in Generative AI (GenAI) offer a scalable solution to this challenge. We conducted a within-subjects study with 60 university students, comparing conventional visualisations with data comics, created with assistance from GenAI tools, across information retrieval and comprehension tasks. Students consistently performed better with data comics, particularly in insight comprehension tasks, independent of prior visualisation literacy. Students also commented data comics as more engaging and easier to understand, though concerns were raised about GenAI-driven misinformation and ownership. Our findings highlight the potential of data comics as a potentially effective tool for data communication in education, while underscoring the need to address ethical concerns related to AI-assisted creation.

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arXiv2026

SMILE-UHURA Challenge -- Small Vessel Segmentation at Mesoscopic Scale from Ultra-High Resolution 7T Magnetic Resonance Angiograms

The human brain receives nutrients and oxygen through an intricate network of blood vessels. Pathology affecting small vessels, at the mesoscopic scale, represents a critical vulnerability within the cerebral blood supply and can lead to severe conditions, such as Cerebral Small Vessel Diseases. The advent of 7 Tesla MRI systems has enabled the acquisition of higher spatial resolution images, making it possible to visualise such vessels in the brain. However, the lack of publicly available annotated datasets has impeded the development of robust, machine learning-driven segmentation algorithms. To address this, the SMILE-UHURA challenge was organised. This challenge, held in conjunction with the ISBI 2023, in Cartagena de Indias, Colombia, aimed to provide a platform for researchers working on related topics. The SMILE-UHURA challenge addresses the gap in publicly available annotated datasets by providing an annotated dataset of Time-of-Flight angiography acquired with 7T MRI. This dataset was created through a combination of automated pre-segmentation and extensive manual refinement. In this manuscript, sixteen submitted methods and two baseline methods are compared both quantitatively and qualitatively on two different datasets: held-out test MRAs from the same dataset as the training data (with labels kept secret) and a separate 7T ToF MRA dataset where both input volumes and labels are kept secret. The results demonstrate that most of the submitted deep learning methods, trained on the provided training dataset, achieved reliable segmentation performance. Dice scores reached up to 0.838 $\pm$ 0.066 and 0.716 $\pm$ 0.125 on the respective datasets, with an average performance of up to 0.804 $\pm$ 0.15.

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arXiv2026

Relational AI in Education: Reciprocity, Participatory Design, and Indigenous Worldviews

Education is not merely the transmission of information or the optimisation of individual performance; it is a fundamentally social, constructive, and relational practice. However, recent advances in generative artificial intelligence (GenAI) increasingly emphasise efficiency, automation, and individualised assistance, risking the weakening of relational learning processes. Despite growing adoption, AI in education (AIED) research has yet to fully articulate how AI can be designed in ways that sustain the social and ecological relationships through which learning occurs. In this paper, we re-centre education as relational and frame learner-AI interactions as context-specific relationships with clearly defined purposes and boundaries, rather than positioning them as substitutes for, or replacements of, human interaction. Grounded in participatory design practices and inspired by Indigenous worldviews (including Aboriginal Australian, Native American, and Mesoamerican traditions) that foreground reciprocity and relational accountability, we argue that meaningful educational AI should support learning with others rather than replace them. We advance this perspective by: i) conceptualising AIED as a relational design problem grounded in reciprocity; ii) articulating key tensions introduced by GenAI in education; and iii) outlining design directions that expand the AIED design space toward reciprocity, including when not to use AI, how to define pedagogical boundaries, and how to support responsible uses of AIED innovations that sustain communities and natural environments.

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arXiv2025

GoldMind: A Teacher-Centered Knowledge Management System for Higher Education -- Lessons from Iterative Design

Designing Knowledge Management Systems (KMSs) for higher education requires addressing complex human-technology interactions, especially where staff turnover and changing roles create ongoing challenges for reusing knowledge. While advances in process mining and Generative AI enable new ways of designing features to support knowledge management, existing KMSs often overlook the realities of educators' workflows, leading to low adoption and limited impact. This paper presents findings from a two-year human-centred design study with 108 higher education teachers, focused on the iterative co-design and evaluation of GoldMind, a KMS supporting in-the-flow knowledge management during digital teaching tasks. Through three design-evaluation cycles, we examined how teachers interacted with the system and how their feedback informed successive refinements. Insights are synthesised across three themes: (1) Technology Lessons from user interaction data, (2) Design Considerations shaped by co-design and usability testing, and (3) Human Factors, including cognitive load and knowledge behaviours, analysed using Epistemic Network Analysis.

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arXiv2025

Capturing and Sharing Know-How through Visual Process Representations: A Human-Centred Approach to Teacher Workflows

Knowledge Management is crucial for capturing and transferring expertise within universities, especially in high staff turnover contexts where expertise loss disrupts teaching. Documenting teachers' workflows is time-intensive and diverts experts from core responsibilities. Sequential Pattern Mining (SPM) leverages log data to identify expert workflows, offering an automated alternative to represent workflows but requiring transformation into intuitive formats for novice educators. This paper introduces Visual Process Representations (VPR), a design approach combining SPM, Knowledge Management processes, and storytelling techniques to convert expert log data into clear visualisations. We detail the design phases and report a study evaluating visual affordances (text lists vs. pictorial-style) and teachers' perceptions of four versions of the VPR with 160 higher teachers on Prolific. Results indicate improved task performance, usability, and engagement, particularly with enriched visuals, though process memorability and task time improvements were limited. The findings highlight VPR's potential to visualise workflows and support novice educators.

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arXiv2024

Self-regulated Learning Processes in Secondary Education: A Network Analysis of Trace-based Measures

While the capacity to self-regulate has been found to be crucial for secondary school students, prior studies often rely on self-report surveys and think-aloud protocols that present notable limitations in capturing self-regulated learning (SRL) processes. This study advances the understanding of SRL in secondary education by using trace data to examine SRL processes during multi-source writing tasks, with higher education participants included for comparison. We collected fine-grained trace data from 66 secondary school students and 59 university students working on the same writing tasks within a shared SRL-oriented learning environment. The data were labelled using Bannert's validated SRL coding scheme to reflect specific SRL processes, and we examined the relationship between these processes, essay performance, and educational levels. Using epistemic network analysis (ENA) to model and visualise the interconnected SRL processes in Bannert's coding scheme, we found that: (a) secondary school students predominantly engaged in three SRL processes -- Orientation, Re-reading, and Elaboration/Organisation; (b) high-performing secondary students engaged more in Re-reading, while low-performing students showed more Orientation process; and (c) higher education students exhibited more diverse SRL processes such as Monitoring and Evaluation than their secondary education counterparts, who heavily relied on following task instructions and rubrics to guide their writing. These findings highlight the necessity of designing scaffolding tools and developing teacher training programs to enhance awareness and development of SRL skills for secondary school learners.

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arXiv2024

FATE in MMLA: A Student-Centred Exploration of Fairness, Accountability, Transparency, and Ethics in Multimodal Learning Analytics

Multimodal Learning Analytics (MMLA) integrates novel sensing technologies and artificial intelligence algorithms, providing opportunities to enhance student reflection during complex, collaborative learning experiences. Although recent advancements in MMLA have shown its capability to generate insights into diverse learning behaviours across various learning settings, little research has been conducted to evaluate these systems in authentic learning contexts, particularly regarding students' perceived fairness, accountability, transparency, and ethics (FATE). Understanding these perceptions is essential to using MMLA effectively without introducing ethical complications or negatively affecting how students learn. This study aimed to address this gap by assessing the FATE of MMLA in an authentic, collaborative learning context. We conducted semi-structured interviews with 14 undergraduate students who used MMLA visualisations for post-activity reflection. The findings highlighted the significance of accurate and comprehensive data representation to ensure visualisation fairness, the need for different levels of data access to foster accountability, the imperative of measuring and cultivating transparency with students, and the necessity of transforming informed consent from dichotomous to continuous and measurable scales. While students value the benefits of MMLA, they also emphasise the importance of ethical considerations, highlighting a pressing need for the LA and MMLA community to investigate and address FATE issues actively.

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arXiv2023

Why Feedback Literacy Matters for Learning Analytics

Learning analytics (LA) provides data-driven feedback that aims to improve learning and inform action. For learners, LA-based feedback may scaffold self-regulated learning skills, which are crucial to learning success. For teachers, LA-based feedback may help the evaluation of teaching effects and the need for interventions. However, the current development of LA has presented problems related to the cognitive, social-affective, and structural dimensions of feedback. In light of this, this position paper argues that attention needs to shift from the design of LA as a feedback product to one that facilitates a process in which both teachers and students play active roles in meaning-making. To this end, implications for feedback literacy in the context of LA are discussed.

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arXiv2021

CUAB: Convolutional Uncertainty Attention Block Enhanced the Chest X-ray Image Analysis

In recent years, convolutional neural networks (CNNs) have been successfully implemented to various image recognition applications, such as medical image analysis, object detection, and image segmentation. Many studies and applications have been working on improving the performance of CNN algorithms and models. The strategies that aim to improve the performance of CNNs can be grouped into three major approaches: (1) deeper and wider network architecture, (2) automatic architecture search, and (3) convolutional attention block. Unlike approaches (1) and (2), the convolutional attention block approach is more flexible with lower cost. It enhances the CNN performance by extracting more efficient features. However, the existing attention blocks focus on enhancing the significant features, which lose some potential features in the uncertainty information. Inspired by the test time augmentation and test-time dropout approaches, we developed a novel convolutional uncertainty attention block (CUAB) that can leverage the uncertainty information to improve CNN-based models. The proposed module discovers potential information from the uncertain regions on feature maps in computer vision tasks. It is a flexible functional attention block that can be applied to any position in the convolutional block in CNN models. We evaluated the CUAB with notable backbone models, ResNet and ResNeXt, on a medical image segmentation task. The CUAB achieved a dice score of 73% and 84% in pneumonia and pneumothorax segmentation, respectively, thereby outperforming the original model and other notable attention approaches. The results demonstrated that the CUAB can efficiently utilize the uncertainty information to improve the model performance.

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