Biblio

Peer review is a widely utilized pedagogical feedback mechanism for engaging students, which has been shown to improve educational outcomes. However, we find limited discussion and empirical measurement of peer review in visualization coursework. In addition to engagement, peer review provides direct and diverse feedback and reinforces recently-learned course concepts through critical evaluation of others’ work. In this paper, we discuss the construction and application of peer review in a computer science visualization course, including: projects that reuse code and visualizations in a feedback-guided, continual improvement process and a peer review rubric to reinforce key course concepts. To measure the effectiveness of the approach, we evaluate student projects, peer review text, and a post-course questionnaire from 3 semesters of mixed undergraduate and graduate courses. The results indicate that course concepts are reinforced with peer review—82% reported learning more because of peer review, and 75% of students recommended continuing it. Finally, we provide a road-map for adapting peer review to other visualization courses to produce more highly engaged students.

Trust is a fundamental factor in how users engage in interactions with Visual Analytics (VA) systems. While the importance of building trust to this end has been pointed out in research, the aspect that trust can also be misplaced is largely ignored in VA so far. This position paper addresses this aspect by putting trust calibration in focus – i.e., the process of aligning the user’s trust with the actual trustworthiness of the VA system. To this end, we present the trust continuum in the context of VA, dissect important trust issues in both VA systems and users, as well as discuss possible approaches that can build and calibrate trust.