A Computational Design Pipeline to Fabricate Sensing Network Physicalizations.

Interaction is critical for data analysis and sensemaking. However, designing interactive physicalizations is challenging as it requires cross-disciplinary knowledge in visualization, fabrication, and electronics. Interactive physicalizations are typically produced in an unstructured manner, resulting in unique solutions for a specific dataset, problem, or interaction that cannot be easily extended or adapted to new scenarios or future physicalizations. To mitigate these challenges, we introduce a computational design pipeline to 3D print network physicalizations with integrated sensing capabilities. Networks are ubiquitous, yet their complex geometry also requires significant engineering considerations to provide intuitive, effective interactions for exploration. Using our pipeline, designers can readily produce network physicalizations supporting selection-the most critical atomic operation for interaction-by touch through capacitive sensing and computational inference. Our computational design pipeline introduces a new design paradigm by concurrently considering the form and interactivity of a physicalization into one cohesive fabrication workflow. We evaluate our approach using (i) computational evaluations, (ii) three usage scenarios focusing on general visualization tasks, and (iii) expert interviews. The design paradigm introduced by our pipeline can lower barriers to physicalization research, creation, and adoption.

Cultivating Visualization Literacy for Children Through Curiosity and Play.

Fostering data visualization literacy (DVL) as part of childhood education could lead to a more data literate society. However, most work in DVL for children relies on a more formal educational context (i.e., a teacher-led approach) that limits children's engagement with data to classroom-based environments and, consequently, children's ability to ask questions about and explore data on topics they find personally meaningful. We explore how a curiosity-driven, child-led approach can provide more agency to children when they are authoring data visualizations. This paper explores how informal learning with crafting physicalizations through play and curiosity may foster increased literacy and engagement with data. Employing a constructionist approach, we designed a do-it-yourself toolkit made out of everyday materials (e.g., paper, cardboard, mirrors) that enables children to create, customize, and personalize three different interactive visualizations (bar, line, pie). We used the toolkit as a design probe in a series of in-person workshops with 5 children (6 to 11-year-olds) and interviews with 5 educators. Our observations reveal that the toolkit helped children creatively engage and interact with visualizations. Children with prior knowledge of data visualization reported the toolkit serving as more of an authoring tool that they envision using in their daily lives, while children with little to no experience found the toolkit as an engaging introduction to data visualization. Our study demonstrates the potential of using the constructionist approach to cultivate children's DVL through curiosity and play.