EuroVisEducation2025

Permanent URI for this collection

https://diglib.eg.org/handle/10.2312/3607189
EuroVis 2025 - 27th EG Conference on Visualization
Luxembourg City, Luxembourg | June 2 - 6, 2025
Table of Contents
Education Papers Session 1
From Reality to Recognition: Evaluating Visualization Analogies for Novice Chart Comprehension
[full paper Image] [meta data Image]
Oliver Huang, Patrick Yung Kang Lee, and Carolina Nobre
Engaging Young Minds: Learnings from Data Visualization Workshops with Children and Teenagers
[full paper Image] [meta data Image]
Laura Lotteraner, Regina Schuster, and Judith Staudner
DPV (Domain, Purpose, Visual) Framework: A data visualization design pedagogical method for middle schoolers
[full paper Image] [meta data Image]
Yixuan Li, Alex Endert, and Jessica Roberts
Reflections on Teaching Data-Driven Storytelling at the Journalism School
[full paper Image] [meta data Image]
Xingyu Lan
Education Papers Session 2
Exploring the Role of Visualization Tools in Enhancing Computing Education: A Systematic Literature Review
[full paper Image] [meta data Image]
Naaz Sibia, Michael Liut, and Carolina Nobre
VVRT: Virtual Volume Raycaster
[full paper Image] [meta data Image]
Lukke van der Wal, Philip Blesinger, Jiri Kosinka, and Steffen Frey
Lessons from the Pumpkin Patch: Building Community and Visualization Literacy with Physical Visualization
[full paper Image] [meta data Image]
Ab Mosca and R. Jordan Crouser
LearnClusterVis: A Framework for Clustering-driven Visual Analysis of Programming Learners' Learning Process
[full paper Image] [meta data Image]
Qishuo Bai, Zhiyuan Wu, Yinuo Liu, Yutong Yang, Junxiang Cao, and Xiaoju Dong
Uncertainty Visualization in Medical Education: Utilizing Novel Teaching Technologies to Enhance Clinical Decision-Making
[full paper Image] [meta data Image]
Ann-Kathrin Bernards, Andreas Pippow, Tobias Lang, and Christina Gillmann

BibTeX (EuroVisEducation2025)
@inproceedings{
10.2312:eved.20252016,

booktitle = {
EuroVis 2025 - Education Papers},

editor = {
Aurisano, Jillian
 and 
Laramee, Robert S.
 and 
Nobre, Carolina
},
title = {{
EuroVis 2025 Education Papers: Frontmatter}},

author = {
Aurisano, Jillian
 and 
Laramee, Robert S.
 and 
Nobre, Carolina
},
year = {
2025},

publisher = {
The Eurographics Association},


ISBN = {978-3-03868-273-8},

DOI = {
10.2312/eved.20252016}

}
@inproceedings{
10.2312:eved.20251004,

booktitle = {
EuroVis 2025 - Education Papers},

editor = {
Aurisano, Jillian
 and 
Laramee, Robert S.
 and 
Nobre, Carolina
},
title = {{
From Reality to Recognition: Evaluating Visualization Analogies for Novice Chart Comprehension}},

author = {
Huang, Oliver
 and 
Lee, Patrick Yung Kang
 and 
Nobre, Carolina
},
year = {
2025},

publisher = {
The Eurographics Association},


ISBN = {978-3-03868-273-8},

DOI = {
10.2312/eved.20251004}

}
@inproceedings{
10.2312:eved.20251018,

booktitle = {
EuroVis 2025 - Education Papers},

editor = {
Aurisano, Jillian
 and 
Laramee, Robert S.
 and 
Nobre, Carolina
},
title = {{
LearnClusterVis: A Framework for Clustering-driven Visual Analysis of Programming Learners' Learning Process}},

author = {
Bai, Qishuo
 and 
Wu, Zhiyuan
 and 
Liu, Yinuo
 and 
Yang, Yutong
 and 
Cao, Junxiang
 and 
Dong, Xiaoju
},
year = {
2025},

publisher = {
The Eurographics Association},


ISBN = {978-3-03868-273-8},

DOI = {
10.2312/eved.20251018}

}
@inproceedings{
10.2312:eved.20251021,

booktitle = {
EuroVis 2025 - Education Papers},

editor = {
Aurisano, Jillian
 and 
Laramee, Robert S.
 and 
Nobre, Carolina
},
title = {{
VVRT: Virtual Volume Raycaster}},

author = {
Wal, Lukke van der
 and 
Blesinger, Philip
 and 
Kosinka, Jiri
 and 
Frey, Steffen
},
year = {
2025},

publisher = {
The Eurographics Association},


ISBN = {978-3-03868-273-8},

DOI = {
10.2312/eved.20251021}

}
@inproceedings{
10.2312:eved.20251022,

booktitle = {
EuroVis 2025 - Education Papers},

editor = {
Aurisano, Jillian
 and 
Laramee, Robert S.
 and 
Nobre, Carolina
},
title = {{
Uncertainty Visualization in Medical Education: Utilizing Novel Teaching Technologies to Enhance Clinical Decision-Making}},

author = {
Bernards, Ann-Kathrin
 and 
Pippow, Andreas
 and 
Lang, Tobias
 and 
Gillmann, Christina
},
year = {
2025},

publisher = {
The Eurographics Association},


ISBN = {978-3-03868-273-8},

DOI = {
10.2312/eved.20251022}

}
@inproceedings{
10.2312:eved.20251023,

booktitle = {
EuroVis 2025 - Education Papers},

editor = {
Aurisano, Jillian
 and 
Laramee, Robert S.
 and 
Nobre, Carolina
},
title = {{
DPV (Domain, Purpose, Visual) Framework: A data visualization design pedagogical method for middle schoolers}},

author = {
Li, Yixuan
 and 
Endert, Alex
 and 
Roberts, Jessica
},
year = {
2025},

publisher = {
The Eurographics Association},


ISBN = {978-3-03868-273-8},

DOI = {
10.2312/eved.20251023}

}
@inproceedings{
10.2312:eved.20251024,

booktitle = {
EuroVis 2025 - Education Papers},

editor = {
Aurisano, Jillian
 and 
Laramee, Robert S.
 and 
Nobre, Carolina
},
title = {{
Reflections on Teaching Data-Driven Storytelling at the Journalism School}},

author = {
Lan, Xingyu
},
year = {
2025},

publisher = {
The Eurographics Association},


ISBN = {978-3-03868-273-8},

DOI = {
10.2312/eved.20251024}

}
@inproceedings{
10.2312:eved.20251025,

booktitle = {
EuroVis 2025 - Education Papers},

editor = {
Aurisano, Jillian
 and 
Laramee, Robert S.
 and 
Nobre, Carolina
},
title = {{
Engaging Young Minds: Learnings from Data Visualization Workshops with Children and Teenagers}},

author = {
Lotteraner, Laura
 and 
Schuster, Regina
 and 
Staudner, Judith
},
year = {
2025},

publisher = {
The Eurographics Association},


ISBN = {978-3-03868-273-8},

DOI = {
10.2312/eved.20251025}

}
@inproceedings{
10.2312:eved.20251026,

booktitle = {
EuroVis 2025 - Education Papers},

editor = {
Aurisano, Jillian
 and 
Laramee, Robert S.
 and 
Nobre, Carolina
},
title = {{
Lessons from the Pumpkin Patch: Building Community and Visualization Literacy with Physical Visualization}},

author = {
Mosca, Ab
 and 
Crouser, R. Jordan
},
year = {
2025},

publisher = {
The Eurographics Association},


ISBN = {978-3-03868-273-8},

DOI = {
10.2312/eved.20251026}

}
@inproceedings{
10.2312:eved.20251027,

booktitle = {
EuroVis 2025 - Education Papers},

editor = {
Aurisano, Jillian
 and 
Laramee, Robert S.
 and 
Nobre, Carolina
},
title = {{
Exploring the Role of Visualization Tools in Enhancing Computing Education: A Systematic Literature Review}},

author = {
Sibia, Naaz
 and 
Liut, Michael
 and 
Nobre, Carolina
},
year = {
2025},

publisher = {
The Eurographics Association},


ISBN = {978-3-03868-273-8},

DOI = {
10.2312/eved.20251027}

}

Browse

Recent Submissions

Now showing 1 - 10 of 10
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    Item
    EuroVis 2025 Education Papers: Frontmatter
    (The Eurographics Association, 2025) Aurisano, Jillian; Laramee, Robert S.; Nobre, Carolina; Aurisano, Jillian; Laramee, Robert S.; Nobre, Carolina
  • Thumbnail Image
    Item
    From Reality to Recognition: Evaluating Visualization Analogies for Novice Chart Comprehension
    (The Eurographics Association, 2025) Huang, Oliver; Lee, Patrick Yung Kang; Nobre, Carolina; Aurisano, Jillian; Laramee, Robert S.; Nobre, Carolina
    Novice learners often have difficulty learning new visualization types because they tend to interpret novel visualizations through the mental models of simpler charts they have previously encountered. Traditional visualization teaching methods, which usually rely on directly translating conceptual aspects of data into concrete data visualizations, often fail to attend to the needs of novice learners navigating this tension. To address this, we conducted an empirical exploration of how analogies can be used to help novices with chart comprehension. We introduced visualization analogies: visualizations that map data structures to real-world contexts to facilitate an intuitive understanding of novel chart types. We evaluated this pedagogical technique using a within-subject study (N=128) where we taught 8 chart types using visualization analogies. Our findings show that visualization analogies improve visual analysis skills and help learners transfer their understanding to actual charts. They effectively introduce visual embellishments, cater to diverse learning preferences, and are preferred by novice learners over traditional chart visualizations. This study offers empirical insights and open-source tools to advance visualization education through analogical reasoning.
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    LearnClusterVis: A Framework for Clustering-driven Visual Analysis of Programming Learners' Learning Process
    (The Eurographics Association, 2025) Bai, Qishuo; Wu, Zhiyuan; Liu, Yinuo; Yang, Yutong; Cao, Junxiang; Dong, Xiaoju; Aurisano, Jillian; Laramee, Robert S.; Nobre, Carolina
    The rapid growth of online grading systems (commonly referred to as online judge systems in programming education) provides valuable opportunities to analyze programming learners' processes, but the complexity of such datasets poses significant challenges for instructors lacking specialized analytical techniques. Furthermore, it remains a significant challenge for instructors to effectively identify priority learner groups that require targeted attention and to make informed educational decisions within classroom contexts. To address these challenges, we introduce LearnClusterVis, a clustering-driven visual analysis framework designed to uncover behavioral patterns and developmental trajectories in programming learners' activities. LearnClusterVis is highly extensible and can be applied to various online grading systems. LearnClusterVis leverages learners' submission records to generate customizable visual analysis interfaces, enabling instructors to explore learning patterns, identify learner clusters, monitor progress, deliver personalized interventions, and evaluate the rationality of questions across knowledge domains. The case studies, which implemented the framework using data from two distinct online grading systems, demonstrate its effectiveness and scalability.
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    Item
    VVRT: Virtual Volume Raycaster
    (The Eurographics Association, 2025) Wal, Lukke van der; Blesinger, Philip; Kosinka, Jiri; Frey, Steffen; Aurisano, Jillian; Laramee, Robert S.; Nobre, Carolina
    Virtual Ray Tracer (VRT) is an educational tool to provide users with an interactive environment for understanding ray-tracing concepts. Extending VRT, we propose Virtual Volume Raycaster (VVRT), an interactive application that allows to view and explore the volume raycasting process in real-time. The goal is to help users-students of scientific visualization and the general public-to better understand the steps of volume raycasting and their characteristics, for example the effect of early ray termination. VVRT shows a scene containing a camera casting rays which interact with a volume. Learners are able to modify and explore various settings, e.g., concerning the transfer function or ray sampling step size. Our educational tool is built with the cross-platform engine Unity, and we make it fully available to be extended and/or adjusted to fit the requirements of courses at other institutions, educational tutorials, or of enthusiasts from the general public. Two user studies demonstrate the effectiveness of VVRT in supporting the understanding and teaching of volume raycasting.
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    Uncertainty Visualization in Medical Education: Utilizing Novel Teaching Technologies to Enhance Clinical Decision-Making
    (The Eurographics Association, 2025) Bernards, Ann-Kathrin; Pippow, Andreas; Lang, Tobias; Gillmann, Christina; Aurisano, Jillian; Laramee, Robert S.; Nobre, Carolina
    Uncertainty is an inherent aspect of medical decision-making, influencing diagnostics, treatment planning, and prognosis. While uncertainty visualization can aid clinicians in interpreting probabilistic data and supporting shared decision-making with patients, traditional medical education often overlooks data interpretation and visualization training. This gap can hinder clinicians' ability to navigate and communicate complex medical data, potentially affecting patient care. To address this challenge, we developed a structured course that integrates new technologies, hybrid learning models, and practical visualization tools based on generative AI to teach uncertainty visualization effectively. By equipping clinicians with these skills, our approach aims to enhance evidence-based decision-making, improve communication of uncertain data, and ultimately foster better clinical outcomes.
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    DPV (Domain, Purpose, Visual) Framework: A data visualization design pedagogical method for middle schoolers
    (The Eurographics Association, 2025) Li, Yixuan; Endert, Alex; Roberts, Jessica; Aurisano, Jillian; Laramee, Robert S.; Nobre, Carolina
    Data visualization literacy is essential for K-12 students, yet existing practices emphasize interpreting pre-made visualizations rather than creating them. To address this, we developed the DPV (Domain, Purpose, Visual) framework, which guides middle school students through the visualization design process. The framework simplifies design into three stages: understanding the problem domain, specifying the communication purpose, and translating data into effective visuals. Implemented in a twoweek summer camp as a usage scenario, the DPV framework enabled students to create visualizations addressing community issues. Evaluation of student artifacts, focus group interviews, and surveys demonstrated its effectiveness in enhancing students' design skills and understanding of visualization concepts. This work highlights the DPV framework's potential to foster data visualization literacy for K-12 education and broaden participation in the data visualization community.
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    Reflections on Teaching Data-Driven Storytelling at the Journalism School
    (The Eurographics Association, 2025) Lan, Xingyu; Aurisano, Jillian; Laramee, Robert S.; Nobre, Carolina
    The integration of data visualization in journalism has catalyzed the growth of data storytelling in recent years. Today, it is increasingly common for journalism schools to incorporate data visualization into their curricula. However, the approach to teaching data visualization in journalism schools can diverge significantly from that in computer science or design schools, influenced by the varied backgrounds of students and the distinct value systems inherent to these disciplines. This paper reviews my experience and reflections on teaching data-driven storytelling in a journalism school in Shanghai, China. To begin with, I discuss three prominent characteristics of journalism education (i.e., students' lack of quantitative literacy, the tension between humanism and technocentrism, and the high requirements for content professionalism) that pose challenges for course design and teaching. Then, for each challenge, I share firsthand teaching experiences and discuss corresponding approaches for teaching, such as trying to put visualization into a news context and finding commonality between data-driven storytelling and traditional storytelling. Overall, this paper aims to provide reference and inspiration for instructors who are teaching data visualization and data-driven storytelling to students with non-technical backgrounds.
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    Engaging Young Minds: Learnings from Data Visualization Workshops with Children and Teenagers
    (The Eurographics Association, 2025) Lotteraner, Laura; Schuster, Regina; Staudner, Judith; Aurisano, Jillian; Laramee, Robert S.; Nobre, Carolina
    As the role of visual data representations in everyday information consumption is increasing, the importance of teaching data visualization literacy to lay audiences, such as children and teenagers, has grown. Research involving children and teenagers poses unique challenges, resulting in limited literature on teaching data visualization to this audience. This paper reports on the design and implementation of five educational workshops for children and teenagers aged 7 to 16, conducted over three years and teaching data visualization in the context of themes such as climate change, detective work, and social media. The workshops emphasized interactive learning and hands-on projects to engage participants and enhance their understanding of data visualization concepts and critical thinking skills. Key observations include the importance of tailoring content to developmental stages, using storytelling and gamification to sustain interest, and fostering collaboration through activities in small groups. By reflecting on these experiences, the paper contributes to the growing body of research on visualization education and offers practical resources for educators seeking to make data literacy more accessible to younger audiences.
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    Lessons from the Pumpkin Patch: Building Community and Visualization Literacy with Physical Visualization
    (The Eurographics Association, 2025) Mosca, Ab; Crouser, R. Jordan; Aurisano, Jillian; Laramee, Robert S.; Nobre, Carolina
    Teaching introductory visualization classes is a challenging job. These courses often attract students with wide range of prior preparation, and many arrive without formal training in the foundations of computing or statistics. Further, educators face the challenge of growing and adapting in response to new best practices for inclusive and accessible computational education. In this paper, we present a case study documenting a class-wide physical visualization project designed to foster a classroom learning community, reinforce the principle of data-visual mapping, and engage students in a creative and community-focused data project. Guided by inclusive pedagogy and learning science principles of scaffolding, constructivism, and constructionism, the project challenged students to create a physical visualization out of carved pumpkins that would engage the campus community. Student responses to the project were overall extremely positive. An evaluation of the project showed students walked away with increased respect for large-scale projects, a deeper understanding of data-visual mapping, pride and awe in their creation, an increased sense of classroom and campus community, and appreciation for the accessibility of the project.
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    Exploring the Role of Visualization Tools in Enhancing Computing Education: A Systematic Literature Review
    (The Eurographics Association, 2025) Sibia, Naaz; Liut, Michael; Nobre, Carolina; Aurisano, Jillian; Laramee, Robert S.; Nobre, Carolina
    Visualization aids in teaching computing by enhancing comprehension and engagement with complex concepts. This systematic literature review analyzes 90 high-quality papers selected from an initial pool of 288 to identify applications, effectiveness, and research gaps in visualization tools for computing education. We categorize tools across domains such as algorithms, programming, online learning, and problem-solving, highlighting their impact on student engagement and learning outcomes. However, we find a lack of rigorous evaluations and a need for specialized visualization models to address specific challenges. Our findings offer actionable insights for educators and researchers to improve teaching methodologies through visual strategies.