This paper investigates dialogic learning as a pedagogical lens for designing tools that support critical data literacy (CDL) in K-12 education. We present a research-through-design (RtD) project conducted with three teachers to operationalize dialogic learning in design. The resulting prototype, Datafy, enables students to produce and analyze personally meaningful music data and co-create playlists, fostering critical reflection and dialogue around data practices. Through a classroom observation with 40 sixth-grade students, we show how the tool shaped learners’ collaborative exploration and construction of knowledge about data. We contribute a theoretical framework and an empirical case study of embedding dialogic learning in the design of CDL technologies that promote dialogue and critical engagement with data. We recommend: (1) anchoring co-design with teachers in learning activities and learning goals, (2) designing diverse opportunities for dialogue about critical data literacy, and (3) treating dialogue linked to learning goals as design evidence for tool evaluation.

Constructing expressive and legible visualizations is a key activity for visualization designers. While numerous design guidelines exist, research on how specific graphical features affect perceived visual complexity remains limited. In this paper, we report on a crowdsourced study to collect human ratings of perceived complexity for diverse visualizations. Using these ratings as ground truth, we then evaluated three methods to estimate this perceived complexity: image analysis metrics, multilinear regression using manually coded visualization features, and automated feature extraction using a large language model (LLM). Image complexity metrics showed no correlation with human-perceived visualization complexity. Manual feature coding produced a reasonable predictive model but required substantial effort. In contrast, a zero-shot LLM (GPT-4o mini) demonstrated strong capabilities in both rating complexity and extracting relevant features. Our findings suggest that visualization complexity is truly in the eye of the beholder, yet can be effectively approximated using zero-shot LLM prompting, offering a scalable approach for evaluating the complexity of visualizations. The dataset and code for the study and data analysis can be found at https://osf.io/w85a4/.

We propose the notion of attention-aware visualizations (AAVs) that track the user's perception of a visual representation over time and feed this information back to the visualization. Such context awareness is particularly useful for ubiquitous and immersive analytics where knowing which embedded visualizations the user is looking at can be used to make visualizations react appropriately to the user's attention: for example, by highlighting data the user has not yet seen. We can separate the approach into three components: (1) measuring the user's gaze on a visualization and its parts; (2) tracking the user's attention over time; and (3) reactively modifying the visual representation based on the current attention metric. In this paper, we present two separate implementations of AAV: a 2D data-agnostic method for web-based visualizations that can use an embodied eyetracker to capture the user's gaze, and a 3D data-aware one that uses the stencil buffer to track the visibility of each individual mark in a visualization. Both methods provide similar mechanisms for accumulating attention over time and changing the appearance of marks in response. We also present results from a qualitative evaluation studying visual feedback and triggering mechanisms for capturing and revisualizing attention.