Abstract Design studies are an integral method of visualization research with hundreds of instances in the literature. Although taught as a theory, the practical implementation of design studies is often excluded from visualization pedagogy due to the lengthy time commitments associated with such studies. Recent research has addressed this challenge and developed an expedited design study framework, the Design Study “Lite” Methodology (DSLM), which can implement design studies with novice students within just 14 weeks. The framework was developed and evaluated based on five semesters of in‐person data visualization courses with 30 students or less and was implemented in conjunction with Service‐Learning (S‐L). With the growth and popularity of the data visualization field—and the teaching environment created by the COVID‐19 pandemic—more academic institutions are offering visualization courses online. Therefore, in this paper, we strengthen and validate the epistemological foundations of the DSLM framework by testing its (1) adaptability to online learning environments and conditions and (2) scalability to larger classes with up to 57 students. We present two online implementations of the DSLM framework, with and without Service‐Learning (S‐L), to test the adaptability and scalability of the framework. We further demonstrate that the framework can be applied effectively without the S‐L component. We reflect on our experience with the online DSLM implementations and contribute a detailed retrospective analysis using thematic analysis and grounded theory methods to draw valuable recommendations and guidelines for future applications of the framework. This work verifies that DSLM can be used successfully in online classes to teach design study methodology. Finally, we contribute novel additions to the DSLM framework to further enhance it for teaching and learning design studies in the classroom. The preprint and supplementary materials for this paper can be found at https://osf.io/6bjx5/.

In the field of information visualization, the concept of "tasks" is an essential component of theories and methodologies for how a visualization researcher or a practitioner understands what tasks a user needs to perform and how to approach the creation of a new design. In this article, we focus on the collection of tasks for tree visualizations, a common visual encoding in many domains ranging from biology to computer science to geography. In spite of their commonality, no prior efforts exist to collect and abstractly define tree visualization tasks. We present a literature review of tree visualization articles and generate a curated dataset of over 200 tasks. To enable effective task abstraction for trees, we also contribute a novel extension of the Multi-Level Task Typology to include more specificity to support tree-specific tasks as well as a systematic procedure to conduct task abstractions for tree visualizations. All tasks in the dataset were abstracted with the novel typology extension and analyzed to gain a better understanding of the state of tree visualizations. These abstracted tasks can benefit visualization researchers and practitioners as they design evaluation studies or compare their analytical tasks with ones previously studied in the literature to make informed decisions about their design. We also reflect on our novel methodology and advocate more broadly for the creation of task-based knowledge repositories for different types of visualizations. The Supplemental Material, which can be found on the Computer Society Digital Library at http://doi.ieeecomputersociety.org/10.1109/TVCG.2021.3064037, will be maintained on OSF: https://osf.io/u5ehs/.

Timelines are commonly represented on a horizontal line, which is not necessarily the most effective way to visualize temporal event sequences. However, few experiments have evaluated how timeline shape influences task performance. We present the design and results of a controlled experiment run on Amazon Mechanical Turk (n=192) in which we evaluate how timeline shape affects task completion time, correctness, and user preference. We tested 12 combinations of 4 shapes --- horizontal line, vertical line, circle, and spiral — and 3 data types — recurrent, non-recurrent, and mixed event sequences. We found good evidence that timeline shape meaningfully affects user task completion time but not correctness and that users have a strong shape preference. Building on our results, we present design guidelines for creating effective timeline visualizations based on user task and data types. A free copy of this paper, the evaluation stimuli and data, and code are available https://osf.io/qr5yu/

Design studies are frequently used to conduct problem-driven visualization research by working with real-world domain experts. In visualization pedagogy, design studies are often introduced but rarely practiced due to their large time requirements. This limits students to a classroom curriculum, often involving projects that may not have implications beyond the classroom. Thus we present the Design Study "Lite" Methodology, a novel framework for implementing design studies with novice students in 14 weeks. We utilized the Design Study "Lite" Methodology in conjunction with Service-Learning to teach five Data Visualization courses and demonstrate that it benefits not only the students but also the community through service to non-profit partners. In this paper, we provide a detailed breakdown of the methodology and how Service-Learning can be incorporated with it. We also include an extensive reflection on the methodology and provide recommendations for future applications of the framework for teaching visualization courses and research.