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Abstract Projection algorithms such as t‐SNE or UMAP are useful for the visualization of high dimensional data, but depend on hyperparameters which must be tuned carefully. Unfortunately, iteratively recomputing projections to find the optimal hyperparameter values is computationally intensive and unintuitive due to the stochastic nature of such methods. In this paper we propose HyperNP, a scalable method that allows for real‐time interactive hyperparameter exploration of projection methods by training neural network approximations. A HyperNP model can be trained on a fraction of the total data instances and hyperparameter configurations that one would like to investigate and can compute projections for new data and hyperparameters at interactive speeds. HyperNP models are compact in size and fast to compute, thus allowing them to be embedded in lightweight visualization systems. We evaluate the performance of HyperNP across three datasets in terms of performance and speed. The results suggest that HyperNP models are accurate, scalable, interactive, and appropriate for use in real‐world settings. 

The VAST Challenges have been shown to be an effective tool in visual analytics education, encouraging student learning while enforcing good visualization design and development practices. However, research has observed that students often struggle at identifying a good "starting point" when tackling the VAST Challenge. Consequently, students who could not identify a good starting point failed at finding the correct solution to the challenge. In this paper, we propose a preliminary guideline for helping students approach the VAST Challenge and identify initial analysis directions. We recruited two students to analyze the VAST 2017 Challenge using a hypothesis-driven approach, where they were required to pre-register their hypotheses prior to inspecting and analyzing the full dataset. From their experience, we developed a prescriptive guideline for other students to tackle VAST Challenges. In a preliminary study, we found that the students were able to use the guideline to generate well-formed hypotheses that could lead them towards solving the challenge. Additionally, the students reported that with the guideline, they felt like they had concrete steps that they could follow, thereby alleviating the burden of identifying a good starting point in their analysis process. 

Designing suitable tasks for visualization evaluation remains challenging. Traditional evaluation techniques commonly rely on 'low-level' or 'open-ended' tasks to assess the efficacy of a proposed visualization, however, nontrivial trade-offs exist between the two. Low-level tasks allow for robust quantitative evaluations, but are not indicative of the complex usage of a visualization. Open-ended tasks, while excellent for insight-based evaluations, are typically unstructured and require time-consuming interviews. Bridging this gap, we propose inferential tasks: a complementary task category based on inferential learning in psychology. Inferential tasks produce quantitative evaluation data in which users are prompted to form and validate their own findings with a visualization. We demonstrate the use of inferential tasks through a validation experiment on two well-known visualization tools. 

Latency is, unfortunately, a reality when working with large data sets. Guaranteeing imperceptible latency for interactivity is often prohibitively expensive: the application developer may be forced to migrate data processing engines or deal with complex error bounds on samples, and to limit the application to users with high network bandwidth. Instead of relying on the backend, we propose a simple UX design-interaction snapshots. Responses of requests from the interactions are asynchronously loaded in "snapshots". With interaction snapshots, users can interact concurrently while the snapshots load. Our user study participants found it useful not to have to wait for each result and easily navigate to prior snapshots. For latency up to 5 seconds, participants were able to complete extrema, threshold, and trend identification tasks with little negative impact. 

Most visual analytics systems assume that all foraging for data happens before the analytics process; once analysis begins, the set of data attributes considered is fixed. Such separation of data construction from analysis precludes iteration that can enable foraging informed by the needs that arise in-situ during the analysis. The separation of the foraging loop from the data analysis tasks can limit the pace and scope of analysis. In this paper, we present CAVA, a system that integrates data curation and data augmentation with the traditional data exploration and analysis tasks, enabling information foraging in-situ during analysis. Identifying attributes to add to the dataset is difficult because it requires human knowledge to determine which available attributes will be helpful for the ensuing analytical tasks. CAVA crawls knowledge graphs to provide users with a a broad set of attributes drawn from external data to choose from. Users can then specify complex operations on knowledge graphs to construct additional attributes. CAVA shows how visual analytics can help users forage for attributes by letting users visually explore the set of available data, and by serving as an interface for query construction. It also provides visualizations of the knowledge graph itself to help users understand complex joins such as multi-hop aggregations. We assess the ability of our system to enable users to perform complex data combinations without programming in a user study over two datasets. We then demonstrate the generalizability of CAVA through two additional usage scenarios. The results of the evaluation confirm that CAVA is effective in helping the user perform data foraging that leads to improved analysis outcomes, and offer evidence in support of integrating data augmentation as a part of the visual analytics pipeline.