The emerging concept of data storytelling (DS) suggests that enhancing visualisations with annotations and narratives can make complex data more insightful than conventional visualisations. Previous works found that DS-enhanced visualisations are more effective than conventional visualisations for simple tasks like identifying key data points or the main message. However, no previous work has explored the extent to which DS enhancements influence task completion across different levels of cognitive complexity. We address this gap by presenting the results of a study where 128 participants completed tasks based on four visualisations (two line charts and two choropleth maps, either with or without DS elements) spanning a range of complexity based on Bloom's taxonomy, which has been applied in data visualisation to categorise tasks hierarchically from lower to higher-order thinking. Results suggest that while DS-enhanced visualisations effectively support lower-order tasks (finding data points and understanding insights), they don't necessarily aid the correct completion of higher-order tasks (application, analysis, evaluation and creation). However, DS enhancements improve how efficiently participants complete complex tasks.

Team teaching in higher education can be challenging, especially for educators managing large classes with limited pedagogical training and few opportunities to reflect on their practices. Emerging sensing technologies and analytics can capture and analyse patterns of collaboration, communication, and movement of team teaching. Yet, few studies have presented these data to educators for reflection. To address this gap, we examine the benefits, challenges, and concerns of presenting multimodal teaching data (positional, audio, and spatial pedagogy observations) to educators via the TeamTeachingViz dashboard. We evaluated TeamTeachingViz in an authentic classroom context where educators explored their own data and team teaching strategies. Multimodal data was collected from 36 in-the-wild classroom sessions involving 12 educators grouped in various combinations over 4 weeks, followed by semi-structured interviews to reflect on their practices. Findings suggest that educators improved their self-awareness by using data-driven insights to understand their movements and interactions, enabling continuous improvement in team teaching. However, they noted the need for additional data, such as student behaviours and speech content, to better contextualise these insights.