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Although many efforts are being made to provide educators with dashboards and tools to understand student behaviors within specific technological environments (learning analytics), there is a lack of work in supporting educators in making data-informed design decisions when designing a blended course and planning learning activities. In this paper, we introduce concept-level design analytics, a knowledge-based visualization, which uncovers facets of the learning activities that are being authored. The visualization is integrated into a (blended) learning design authoring tool, edCrumble. This new approach is explored in the context of a higher education programming course, where teaching assistants design labs and home practice sessions with online smart learning content on a weekly basis. We performed a within-subjects user study to compare the use of the design tool both with and without the visualization. We studied the differences in terms of cognitive load, design outcomes and user actions within the system to compare both conditions to the objective of evaluating the impact of using design analytics during the decision-making phase of course design.
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This content will become publicly available on December 1, 2026
Cognitive Affordances in Visualization: Related Constructs, Design Factors, and Framework
Classically, affordance research investigates how the shape of objects communicates actions to potential users. Cognitive affordances, a subset of this research, characterize how the design of objects influences cognitive actions, such as information processing. Within visualization, cognitive affordances inform how graphs’ design decisions communicate information to their readers. Although several related concepts exist in visualization, a formal translation of affordance theory to visualization is still lacking. In this paper, we review and translate affordance theory to visualization by formalizing how cognitive affordances operate within a visualization context. We also review common methods and terms, and compare related constructs to cognitive affordances in visualization. Based on a synthesis of research from psychology, human-computer interaction, and visualization, we propose a framework of cognitive affordances in visualization that enumerates design decisions and reader characteristics that influence a visualization’s hierarchy of communicated information. Finally, we demonstrate how this framework can guide the evaluation and redesign of visualizations.
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- Award ID(s):
- 2236644
- PAR ID:
- 10659930
- Publisher / Repository:
- IEEE
- Date Published:
- Journal Name:
- IEEE Transactions on Visualization and Computer Graphics
- Volume:
- 31
- Issue:
- 12
- ISSN:
- 1077-2626
- Page Range / eLocation ID:
- 10624 to 10639
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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