Graphics Reference
In-Depth Information
Figure 5. An example of data visualization: A color
wheel (© 2012, A. Ursyn. Used with permission)
(Tufte, 2003). Below is an example of the use of
data visualization in a classroom: an art teacher
presents the data about color, and provides the
students with data visualization in the form of
a color wheel annotated with the color pigment
names (Figure 5).
See Table 10 for Your Reaction and Visual
Answer.
2.3. Information Visualization
Information visualization, considered novel lan-
guage for visual communication, helps to explore
data, understand its complexity, communicate and
navigate, for instance, on the web. With computer
programs, abstract data is identified and gathered,
selected and transformed into pictorial form that
makes less difficult human interactive explora-
tion and understanding. Then textual labels and
related information are combined with visuals to
be published online. Human language and thought
are metaphorical; to communicate knowledge,
visualizations provide two-dimensional and three-
dimensional metaphors, familiar and understand-
able in social and cultural terms. They are used
for navigation and communication in the dynamic,
interactive way, often in real-time.
Information visualization is often character-
ized as representation plus interaction. The data
and information visualization techniques include,
interaction techniques, which allow modifying
what and how the users see the data space that
may encompass a screen, data value and structure,
attribute, object, or visualization structure. Ac-
cording to Ward, Grinstein, & Keim, (2010, p.
315, 333), classes of interaction techniques include
navigation; selection of objects; filtering and thus
reducing the size of the data; reconfiguring the
data; encoding by changing the graphical attri-
butes and reveal selected features; connecting to
show relations; abstracting/elaborating to modify
the level of detail; and hybrid combinations of
the above techniques. Interactive visualizations
help understand dynamic systems that form the
According to Hartman and Bertoline (2005),
computer graphics learning environment takes
advantage of a learner's ability to quickly process
and remember visual information. Technological
world uses graphics “to plan, produce, market,
and maintain goods and services”, because about
80% of sensory input comes from our visual
system (Hartman and Bertoline 2005: 992-997).
Producing good graphics requires knowledge
based on color theory, projection theory, cognitive
visualization, and geometry, used to communi-
cate and store information, solve problems, and
affect through the senses the human experience.
Therefore, Hartman and Bertoline postulated
that a body of knowledge called Visual Science
- defined as the study of the processes that pro-
duce real images or images in the mind - should
be studied, practiced, and scientifically verified
as a discipline. The authors listed three major
categories of visual science: geometry, spatial
perception, and imaging. It would have its own
knowledge base, research base, history, and public
perception, resulting in considerable improvement
from the time when Edward Tufte complained that
sophisticated graphics on slides or PowerPoint
presentations would not communicate effectively
