2014年4月21日 星期一

Card, S. K., & Mackinlay, J. (1997, October). The structure of the information visualization design space. In Information Visualization, 1997. Proceedings., IEEE Symposium on (pp. 92-99). IEEE.

Card, S. K., & Mackinlay, J. (1997, October). The structure of the information visualization design space. In Information Visualization, 1997. Proceedings., IEEE Symposium on (pp. 92-99). IEEE.

information visualization

根據Bertin[5],圖學(graphics)包括至少兩種的用法,一是當某人已經了解某些資訊時,做為傳播這些資訊方法;另一則是當某人為了解這些資訊時,對圖形物件的操作與覺察。這兩種的用法不應混淆。
先前有關資訊視覺化設計空間的研究,包括Keller[1]列舉出科學視覺化(scientific visualization)的技術,Chuah and Roth[2]對資訊視覺化的任務提出分類架構,Shneiderman[3] 提出一個的資料型態-任務的矩陣做為分類架構。本研究整合上述的研究,並參考 Bertin[5, 6] 和 Mackinlay’s [7]對圖形的符號學(semiotics),提出資訊視覺化設計空間的架構,如下圖所示。


在上面的架構裡,資料部分包含原始的資料D,經由某一個轉換函數F過濾或重新編碼得到的新資料D'。視覺化包含標記(mark, M)、控制處理(controlled processing, CP)、視網膜特性(retinal property, R)和空間上的位置(XYZ)和時間(T)等部分。互動技術部分則有觀看技術(view techniques, V)和介面小工具技術(widget techniques, W)。資料的類型可以是名義型(Nominal)、順序型(Ordered)以及數量型(Quantitative),其中的數量型資料也包括空間資料以及地理上的座標。視覺化基本上由一組的標記以及它們的視網膜特性和空間與時間的位置組成,標記可以為點(points)、線(lines)、面(areas)、表面(surfaces)或體(volumes),視網膜特性則包括了顏色(color)、大小(size)、連結(connection)和閉合(enclosure)。

Our analysis builds on recent attempts to understand parts of the design space.
Keller[1] lists techniques used in scientific visualization.
Chuah and Roth[2] taxonomizes the tasks of information visualization.
Shneiderman[3] proposes a “data type by task” matrix.
Our analysis is closest in spirit to Tweedie’s [4], who also starts from Bertin.
Our analysis starts from an expanded version of Bertin’s [5, 6] and Mackinlay’s [7] analysis of the semiotics of graphics.

Graphics, according to Bertin[5], have at least two distinct uses, which should not be confused: first, as the means of communicating some information (in which case a person already understands the information) and second, for graphical processing (in which case a person uses the manipulation and perception of graphical objects to understand the information).

The major distinction we make for data is whether their values are
Nominal (are only = or ≠ to other values),
Ordered (obeys a < relation), or are
Quantitative (can do arithmetic on them).
We denote these as N, O, and Q respectively.

In a more detailed analysis, we would also note the cardinality of a variable, since one of the points of information visualization is to allow visual processing in regions of high cardinality.
We distinguish subtypes of Q for intrinsically spatial variables Qxy and spatial variables that are actually geophysical coordinates Qlon.

We also distinguish between data D that is in the original dataset from data D’ that has been selected from this set and possibly transformed by some filter or recoding function F.

Human visual processing involves two levels: automatic and controlled processing[8].

Automatic processing works on visual properties such as position and color. It is highly parallel, but limited in power.

Controlled processing works on abstract encodings such as text. It has powerful operations, but is limited in capacity.

An elementary visual presentation consists of a set of marks (such as Points, Lines, Areas, Surfaces, or Volumes), their retinal properties (such as Color and Size), and their position in space and time (such as the XY plane in classical graphics and XYZT or 3D space plus time in information visualization). We also include, following [7], the properties of Connection (denoted “—”) and Enclosure (denoted “[]”).

Thus, visualizations are composed from the following visual vocabulary:
Marks: (Point, Line, Area, Surface, Volume)
Controlled Processing Graphical Features
Automatically Processed Graphical Properties
Retinal encodings: (Color, Size, Shape, Gray-level, Orientation, Texture, Connection, Enclosure)
Position: (X, Y, Z, T)

We focus here on two interactive techniques: View techniques (such as focus+context), which distort the space-time of the visualization, and Widget techniques, which add user interface objects (such as buttons) to the visualization.


SymbolMeaning
DData Type ::=
  • N (Nominal),
  • O (Ordinal),
  • Q (Quantitative).
  • QX (Intrinsically spatial),
  • Qlon (Geographical)
  • NxN (Set mapped to itself - graphs)
FFunction for recoding data ::=
  • f (unspecified)
  • > (filter)
  • s (sorting)
  • mds (multidimensional scaling)
  • ↑ (interactive input to a function)
D’Recoded Data Type (see D)
CPControl Processing tx (text)
MMark types ::=
  • P (Point)
  • L (Line)
  • S (Surface)
  • A (Area)
  • V (Volume)
RRetinal properties ::=
  • C (Color)
  • S (Size)
  • — (Connection)
  • [] (Enclosure)
XYZTPosition in space time ::= N, O, Q,
* (non-semantic use of space-time)
VView transformation ::=hb(hyperbolic mapping)
WWidget ::= sl(slider) rb(radio buttons)

Scientific visualization generally starts from data whose variables are intrinsically spatial.

VariableDFD'CPMRXYZTVW
SamplesNP
OzoneQfOC
Lon.QlonQ
Lat.QlatQ
HeightQQ
DateQQ
The rows of the table describe the variables with the case variable (“Samples”) at the top and the value variables below.

The nominal (N) set of Samples is mapped to point marks (P in column M), which have their retinal property of color (C in column R) mapped to the Ozone variable.

The ozone mapping includes a function (f) that converts the quantitative (Q) ozone measurements to an ordinal (O) set that can be easily mapped to a set of colors.

The quantitative (Q) variables of Longitude, Latitude, and Height are mapped to the positions X, Y, and Z, which determine the position of the point marks. The Date variable is mapped to time (T), which creates an animated visualization.

Table 1 makes it clear that Figure 1 is a 3D animated visualization involving colored points.


VariableDFD'CPMRXYZTVW
OfficeL
Lon.QlonQ
Lat.QlatQ
ProfitQSzQ
fNC

The Offices variable is mapped to line marks (L).

The Profit variable is mapped to the size of these lines (Sz in the R column). Profits are also mapped to the Z-axis and via a function (f) to a nominal set indicating the sign of the profits. This nominal set is mapped to the color of the lines (C in the R column). Table 2 clearly reveals that multiple graphical techniques are used to describe the Profit variable in order to enhance the perception of this important data variable.

Multi-dimensional plots take variables that are not intrinsically spatial and map them onto X and Y, e.g.,
Q --> X,
Q --> Y.
When point marks are positioned on these axes, the result is the conventional scatterplot that is often used in statistical graphics.

Landscapes lay information out on a surface, typically the XY plane. Landscapes may be of several sorts: real geographical coordinates, real spatial variables, or completely abstract mappings
{Qlon or QX, or Q} --> X
{Qlat or QY or Q} --> Y.
If the mapping extends to
Q--> Z, we call it an information space.

Node and link diagrams allow the encoding of linkage information between entities. They can be thought of as a mapping from a Nominal set to itself {NxN}. These are then mapped into XY.

Trees can also be visualized as nested enclosures. Shneiderman and colleagues [16] have done a space-filling form of enclosure tree called Tree-Maps. At one level in a tree, the children of a node divide up the X dimension of the visualization, at the next level they divide up the Y dimension of the node in which they are enclosed. The division proceeds alternating between X and Y until the leaves of the tree are reached. This method uses all of the space.

In this paper we have sketched part of a scheme for mapping the morphology of the design space of visualizations.

Two levels of analysis not addressed in this short paper are the larger organizational structure of information spaces and the organization of user tasks.

With respect to the larger organizational structure, we have previously suggested in the text area an analysis into information space, workspace, sensemaking tools, and documents and surveyed systems in each of these areas [20].

For user’s tasks, we have previously suggested notions of “knowledge crystallization”, comprising in part “information foraging” [21] and “sensemaking”[22].

Besides helping to organize the literature, our present analysis suggests regions of new visualizations because it concentrates on the mappings between data and presentation.

The table notation, in particular, organizes these mappings in a way that reveals when a data set is mapped to a graphical property in isolation, with overloading, or via distortion.

The key issue for effective visualization is that users must be able to invert this mapping and perceive the data in the visualization.

Chi, E. H. (2000). A taxonomy of visualization techniques using the data state reference model. In Information Visualization, 2000. InfoVis 2000. IEEE Symposium on (pp. 69-75). IEEE.

Chi, E. H. (2000). A taxonomy of visualization techniques using the data state reference model. In Information Visualization, 2000. InfoVis 2000. IEEE Symposium on (pp. 69-75). IEEE.

information visualization

先前進行資訊視覺化分類技術分類架構的研究[Shneiderman96, Chi97, North98, CMS99]時,研究者大多從相容於技術的資料領域(data domains)著手,以資料為中心的觀點進行分析。例如:[CMS99]擴充Card and Mackinlay 的資料導向分類架構[Card97],將視覺化領域區分為科學視覺化(Scientific Visualization)、地理資訊系統(GIS)、多維圖(Multi-dimensional Plots)、多為表格(Multi-dimensional Tables)、資訊地景與空間(Information Landscapes and Spaces)、節點與連結(Node and Link)、樹狀圖(Trees)和文本轉換(Text Transforms)等子類別。由於在應用上實作的人員可以快速地確認分析所需的各種技術,這樣的方式大多被認為是有用的。然而這些方法並無法讓實作人員了解如何應用與實做這些技術。

本研究使用資料狀態模型(data state model),提出資訊視覺化分類技術分類架構的新方法,此一新方法從資訊視覺化技術的資料類型(data type)與處理的運作步驟(processing operating steps),對資訊視覺化的設計空間(design space)進行目前最詳細與最全面的分析,不僅讓研究人員可以了解設計的空間,也可以幫助實作人員了解如何資訊視覺化技術應用得更廣泛。此一分類架構包含四個資料層次、三種在不同層次間的資料結構進行轉換的資料轉換(data transforms)以及四種不改變資料結構在層次內的運作(with stage operations)。四個資料層次與三種資料轉換的說明分別如表 1和表2。

表 1 資料層次


層次 (Stage)
描述
數值 (Value)
原始資料 (The raw data)
分析性抽象化 (Analytical Abstraction)
關於資料的資料或者資訊,也就是後設資料(meta-data.)
視覺抽象化 (Visualization Abstraction)
可以使用視覺化技術使其可視於螢幕的資訊
視圖 (View)
最後呈現給使用者觀看與理解的視覺化映射結果(visualization mapping)

表 2 資料轉換
處理步驟 (Processing Step)描述
資料轉換 (Data Transformation)從數值中產生分析性抽象化的形式(通常透過抽取)。
視覺化轉換 (Visualization Transformation)取得分析性抽象化並將其。Takes an analytical abstraction and further reduces it into some form of visualization abstraction, which is visualizable content.
視覺映射轉換 (Visual Mapping Transformation)Takes information that is in a visualizable format and presents a graphical view.

這種分類架構將資料模組間的相依性(dependencies)獨立出來,清楚地指出資料和運算間的互動,有助於了解各種視覺化技術的相似性與差異,並且建構新的視覺化與互動方式,具有可以再利用(reuse)既有運算的優點。

In previous work, researchers have attempted to construct taxonomies of information visualization techniques by examining the data domains that are compatible with these techniques.

This is useful because implementers can quickly identify various techniques that can be applied to their domain of interest.

However, these taxonomies do not help the implementers understand how to apply and implement these techniques.

In this paper, we will extend and then propose a new way to taxonomize information visualization techniques by using the Data State Model [Chi98].

The paper shows that the Data State Model not only helps researchers understand the space of design, but also helps implementers understand how information visualization techniques can be applied more broadly.

There have been several efforts to produce various information visualization taxonomies [Shneiderman96, Chi97, North98, CMS99].

In this paper, we will present a detailed analysis of a large number of visualization techniques using the Data State Model. The contribution is that our analysis of the information visualization design space is the most detailed and thorough to date. It is more detailed in the sense that we have broken each technique down by not only its data type, but also by its processing operating steps.

Most previous work focused on constructing taxonomies of information visualization techniques
uses a data-centric point of view.

In an article describing the design space of information visualization techniques, Card and Mackinlay started constructing a data-oriented taxonomy [Card97], which is subsequently expanded in [CMS99]. This taxonomy divides the field of visualization into several subcategories: Scientific Visualization, GIS, Multi-dimensional Plots, Multi-dimensional Tables, Information Landscapes and Spaces, Node and Link, Trees, and Text Transforms.

OLIVE is a taxonomy assembled by students in Shneiderman’s information visualization class [Olive99], and divides information visualization techniques using eight visual data types: temporal, 1D, 2D, 3D, multi-D, Tree, Network, and Workspace.

Figure 1 shows an overview of the Data State Model [Chi98], which breaks down each technique into four Data Stages, three types of Data Transformation and four types of Within Stage operators.


The visualization data pipeline is broken into four distinct Data Stages: Value, Analytical Abstraction, Visualization Abstraction, and View (See Table 1).

StageDescription
ValueThe raw data.
Analytical AbstractionData about data, or information, a.k.a. meta-data.
Visualization AbstractionInformation that is visualizable on the screen using a visualization technique.
ViewThe end-product of the visualization mapping, where the user sees and interprets the picture presented to her.
Transforming data from one stage to another requires one of the three types of Data Transformation operators: Data Transformation, Visualization Transformation, and Visual Mapping Transformation (Table 2).

Processing Step Description
Data Transformation Generates some form of analytical abstraction from the value (usually by extraction).
Visualization Transformation Takes an analytical abstraction and further reduces it into some form of visualization abstraction, which is visualizable content.
Visual Mapping Transformation Takes information that is in a visualizable format and presents a graphical view.

Within each Data Stage, there are also operators that do not change the underlying data structures. These are the Within Stage Operators, of which there are four types, corresponding to the four Data Stages: Within Value, Within Analytical Abstraction, Within Visualization Abstraction, and Within View.

(1) some operators create new kinds of data sets, whereas some operators create filtered subsets, which is the difference between Transformation and Within Stage operators, 

(2) that the same Visualization Abstractions can be mapped using a variety of Visual Mapping Transformation operators.

By isolating dependencies, we can more easily reuse different parts of the pipeline to construct new information visualizations.

With a clearer understanding of the interactions between the data and the operators, implementers will be more equipped to construct new interactions or new visualizations.

For each of the visualization techniques, the results of the analysis help us classify and choose how to implement the different operators in a large visualization system. For example, many hierarchical techniques share similar operating steps that can be standardized in a system. Implementers may take advantage of these similarities.

For implementers, the taxonomy also directly specifies the sequential ordering of operators that are possible in a given visualization technique. In this way, it specifies the system module dependencies that are induced between the operators. Knowing these dependencies enables implementers to better organize their system for modularity.

This is because the Data State Model helps categorization and taxonomization, which expose the dependencies between visualization modules and the similarities and differences among visualization techniques.

2014年4月17日 星期四

Keim, D. A. (2001). Visual exploration of large data sets. Communications of the ACM, 44(8), 38-44.

Keim, D. A. (2001). Visual exploration of large data sets. Communications of the ACM, 44(8), 38-44.

information visualization

視覺資料探索(visual data exploration)將人類的知覺能力運用在大量資料探索過程裡,減少過程中所需要的認知能力,實際上也就是將資料以某種視覺形式呈現,讓資料分析師可以獲得其中蘊涵的洞悉(insight),做出結論,並且與其互動。視覺資料探索運用的時機包括對資料的認識有限以及對於探索的目的模糊等。此外,除可可以讓使用者直接處理資料,相較於自動化的資料探勘技術,視覺資料探索具有可以容易地處理高度不同類的(imhomogeneous)及有雜訊的資料、直覺、不需要了解複雜的數學或統計學演算法與參數等優點。

視覺資料探索的過程大抵上遵循所謂的資訊搜尋箴言(information seeking mantra) [11] 的三步驟,概觀全體 (overview)、放大與過濾(zoom and filter)、選取與觀看細節 (details-on-demand)。相關的技術可以從三個標準進行歸類。
1. 被視覺化的資料類型(the data type to be visualized):一維(如時間資料)、二維(如地圖)、多維(如關連式資料表)、文件與超文件、階層與圖式資料、演算法與軟體。
2. 如何在螢幕上安排資料以及如何處理資料的多維度(multiple dimensions)等視覺化技術(the visualization technique)。
3. 使視覺化產生動態改變及將多個獨立視覺化聯繫與合併的互動(interaction)技術與在深入的同時保留資料全體概觀的扭曲變形(distortion)技術。

視覺資料探索可以根據它們對特定資料特性的適合性進行評估與比較。任務特性則包括叢集(clustering)、分類(classification)、關連(associations)、多變量熱點(multivariate hot spots)等,視覺化的特性包括視覺重疊(visual overlap)和學習曲線(learning curve),希望能夠提供有限的視覺重疊、快速學習和良好的回收。



Visual data exploration seeks to integrate humans in the data exploration process, applying their perceptual abilities to the large data sets now available. The basic idea is to present the data in some visual form, allowing data analysts to gain insight into it and draw conclusions, as well as interact with it.

The visual representation of the data reduces the cognitive work needed to perform certain tasks.

Visual data exploration is especially useful when little is known about the data and the exploration goals are vague.

In addition to granting the user direct involvement, visual data exploration involves several main advantages over the automatic data mining techniques in statistics and machine learning:
• Deals more easily with highly inhomogeneous and noisy data;
• Is intuitive; and
• Requires no understanding of complex mathematical or statistical algorithms or parameters.

A visual representation provides a much higher degree of confidence in the findings of the exploration than a numerical or textual representation of the findings.

Visual data exploration, also known as the “information seeking mantra” [11], usually follows
a three-step process: overview, zoom and filter, and details-on-demand.

These techniques are classified using three criteria: the data to be visualized, the technique itself, and the interaction and distortion method (see Figure 1).

The classification begins with the data type to be visualized [11], including whether it is:
• One-dimensional (such as temporal data, as in Figure 2);
• Two-dimensional data (such as geographical maps, as in Figure 3);
• Multidimensional data (such as relational tables, as in Figure 4);
• Text and hypertext (such as news articles and Web documents);
• Hierarchies and graphs (such as telephone calls and Web sites, as in Figure 5); and
• Algorithms and software (such as debugging operations).

The visualization technique fits into one or more of the following categories, as identified in Figure 1:
• Standard 2D/3D displays using standard 2D or 3D visualization techniques (such as x-y plots and
landscapes) for visualizing the data.
• Geometrically transformed displays using geometric transformations and projections to produce useful visualizations.
• Icon-based displays that visualize each data item as an icon (such as stick figures) and the dimension values as features of the icons.
• Dense pixel displays that visualize each dimension value as a color pixel and group the pixels belonging to each dimension into an adjacent area [6].
• Stacked displays that visualize the data partitioned hierarchically.

The techniques associated with each of these categories differ in how they arrange the data on the
screen (such as 2D display or semantic arrangement) and how they deal with multiple dimensions
in case of multidimensional data (such as multiple windows, icon features, and hierarchy).

Interaction techniques, which allow users to interact directly with a visualization, include filtering, zooming, and linking, thus allowing the data analyst to make dynamic changes of a visualization according to the exploration objectives; they also make it possible to relate and combine multiple independent visualizations.

Interactive distortion techniques support the data exploration process by preserving an overview of the data during drill-down operations. Basically, they show portions of the data with a high level of detail and other portions with a lower level of detail.

Visualization techniques and visual data exploration systems can be evaluated and compared with respect to their suitability for certain data characteristics (such as data types, number of dimensions,
number of data items, and category). Task characteristics include clustering, classification, associations, and multivariate hot spots; visualization characteristics include visual overlap and learning curve.

Desirable visualization characteristics for any technique include limited visual overlap, fast learning, and good recall.

Undesirable visualization characteristics include occlusions and line crossings that might appear to the user/viewer as an artifact limiting the usefulness of the visualization technique.

2014年4月10日 星期四

Fekete, J. D., Van Wijk, J. J., Stasko, J. T., & North, C. (2008). The value of information visualization. In Information Visualization: Human-Centered Issues and Perspectives (pp. 1-18). Springer Berlin Heidelberg.

Fekete, J. D., Van Wijk, J. J., Stasko, J. T., & North, C. (2008). The value of information visualization. In Information Visualization: Human-Centered Issues and Perspectives (pp. 1-18). Springer Berlin Heidelberg.

Information Visualization

Card, Mackinlay, and Shneiderman [2]將視覺化(visualization)定義為「為了增強認知,利用電腦支援、互動的資料視覺表現」。他們並指出歸納視覺能增強認知的方式在於
-- 增加可運用的記憶與處理資源
-- 減少資訊的蒐尋
-- 增強樣式的辨認
-- 產生知覺推理(perceptual inference)運作
-- 使用知覺注意機制進行監控
-- 將資訊以可處理的媒介進行編碼

根據Ware [26],前注意處理理論(preattentive processing theory)和格式塔理論(Gestalt theory)是兩種主要的可以解釋視覺如何有效地知覺特徵和形狀的心理學理論。前注意處理理論(preattentive processing theory)解釋能夠有效處理的視覺特徵,資訊視覺化便是根據前注意處理理論選擇資料呈現的視覺編碼,藉以使感興趣的視覺查詢(visual queries)在前注意處理完成。格式塔理論則是提供描述視覺系統使了解圖像的重要原理,包括接近性(proximity)、相似性(similarity)、連續性(continuity)、對稱性(symmetry)、封閉性(closure)以及相對大小(relative size)等。

本研究認為資訊視覺化的最佳應用為極大資訊空間的探索,當人們尚未知道問題何在或是想提出更好、更有意義的問題時,提供檢視資料來進行了解,產生新的發現或者洞悉資料。Lin [8] 認為這種的瀏覽對資料有良好的相關結構,但同時使用者不熟悉資料集合的內容也僅有限地系統的組織方式,他們對相關資訊需求的描述有困難,對資訊的辨認比描述容易,並偏好以較少的認知負荷進行探索等情形下有幫助。因此,資訊視覺化發揮功用的過程如下:使用者提出一個他們感興趣的問題,將資料以正確的表示方式呈現,讓使用者了解這個表示方式,回答問題並且引發許多預期外的發現與問題。

資訊視覺化的價值雖然可以用使用這項技術的計畫成功來判斷,但由於視覺化往往不是這些成功的唯一方法。本研究則提出以知識增加的價值與需要的成本之間的差來計算資訊視覺化的效益。以數學的方式表示如下:
F = nm(W( ΔK) − Cs − kCe) − Ci − nCu.
其中n代表使用這種視覺化方法的使用者人數,m則是他們的平均使用次數,k則是每次探索需要的步驟數目。而每位使用者每次經由視覺化能獲得的知識價值以W( ΔK))表示,每次需要的前置成本為Cs,反覆進行探索時每一步驟花費的成本則需要Ce,並且這個視覺化技術的研究開發成本和每位使用者選擇與獲得這項技術分別為Ci和Cu。根據上面的公式,視覺化技術要獲得最大的效益需要使用的使用者愈多,然後經常使用來獲取高價值的知識,並且在時間與硬體、軟體與精力上的花費盡量少。

They (Card, Mackinlay, and Shneiderman) describe visualization as “the use of computer-supported, interactive visual representations of data to amplify cognition.” [2]

InfoVis systems are best applied for exploratory tasks, ones that involve browsing a large information space. Frequently, the person using the InfoVis system may not have a specific goal or question in mind. Instead, the person simply may be examining the data to learn more about it, to make new discoveries, or to gain insight about it. The exploratory process itself may influence the questions and tasks that arise.

InfoVis systems, on the other hand, appear to be most useful when a person simply does not know what questions to ask about the data or when the person wants to ask better, more meaningful questions. InfoVis systems help people to rapidly narrow in from a large space and find parts of the data to study more carefully.

Lin [8] describes a number of conditions in which browsing is useful:
– When there is a good underlying structure so that items close to one another can be inferred to be similar
– When users are unfamiliar with a collection’s contents
– When users have limited understanding of how a system is organized and prefer a less cognitively loaded method of exploration
– When users have difficulty verbalizing the underlying information need
– When information is easier to recognize than describe

Information Visualization is about developing insights from collected data, not about understanding a specific domain.

Information Visualization is still an inductive method in the sense that it is meant at generating new insights and ideas that are the seeds of theories, but it does it by using human perception as a very fast filter: if vision perceives some pattern, there might be a pattern in the data that reveals a structure.

Following that definition, the authors (Card, Mackinlay, and Shneiderman [2]) listed a number of key ways that the visuals can amplify cognition:
– Increasing memory and processing resources available
– Reducing search for information
– Enhancing the recognition of patterns
– Enabling perceptual inference operations
– Using perceptual attention mechanisms for monitoring
– Encoding info in a manipulable medium

According to Ware [26], there are two main psychological theories that explain how vision can be used effectively to perceive features and shapes. At the low level, Preattentive processing theory [19] explains what visual features can be effectively processed. At a higher cognitive level, the Gestalt theory [6] describes some principles used by our brain to understand an image.

Preattentive processing theory explains that some visual features can be perceived very rapidly and accurately by our low-level visual system. ... Information visualization relies on this theory to choose the visual encoding used to display data to allow the most interesting visual queries to be done preattentively.

Gestalt theory explains important principles followed by the visual system when it tries to understand an image. According to Ware [26], it is based on the following principles:
Proximity Things that are close together are perceptually grouped together;
Similarity Similar elements tend to be grouped together;
Continuity Visual elements that are smoothly connected or continuous tend to be grouped;
Symmetry Two symmetrically arranged visual elements are more likely to be perceived as a whole;
Closure A closed contour tends to be seen as an object;
Relative Size Smaller components of a pattern tend to be perceived as objects whereas large ones as a background.

Still, the process of explaining how InfoVis works remains the same: ask a question that interests people, show the right representation, let the audience understand the representation, answer the question and realize how many more unexpected findings and questions arise.

One effective line of argumentation about the value of InfoVis is through reporting the success of projects that used InfoVis techniques. These stories exist but have not been advertised in general scientific publications until recently [16,12,9]. One problem with trying to report on the success of a project is that visualization is rarely the only method used to reach the success.

Visualization can be considered as a technology, a collection of methods, techniques, and tools developed and applied to satisfy a need. Hence, standard technological measures apply: Visualization has to be effective and efficient.

The profit of visualization is defined as the difference between the value of the increase in knowledge and the costs made to obtain this insight.

A schematic model is considered: One visualization method V is used by n users to visualize a data set m times each, where each session takes k explorative steps.
The value of an increase in knowledge (or insight) has to be judged by the user. Users can be satisfied intrinsically by new knowledge, as an enrichment of their understanding of the world. A more pragmatic and operational point of view is to consider if the new knowledge influences decisions, leads to actions, and, hopefully, improves the quality of these. The overall gain now is nm(W( ΔK)), where W( ΔK)) represents the value of the increase in knowledge.

Concerning the costs for the use of (a specific) visualization V , these can be split into various factors. Initial research and development costs Ci have to be made; a user has to make initial costs Cu, because he has to spend time to select and acquire V , and understand how to use it; per session initial costs Cs have to be made, such as conversion of the data; and finally during a session a user makes costs Ce, because he has to spend time to watch and understand the visualization, and interactively explore the data set. The overall profit now is

F = nm(W( ΔK) − Cs − kCe) − Ci − nCu.

In other words, this leads to the obvious insight that a great visualization method is used by many people, who use it routinely to obtain highly valuable knowledge, while having to spend little time and money on hardware, software, and effort.

The costs Ce that have to be made to understand visualizations depend on the prior experience of the users as well as the complexity of the imagery shown.

The costs Cs per session and Cu per user can be reduced by tight integration with applications.

The initial costs Ci for new InfoVis methods and techniques roughly fall into two categories: Research and Development.
Research costs can be high, because it is often hard to improve on the state of the art, and because many experiments (ranging from the development of prototypes to user experiments) are needed. On the other hand, when problems are addressed with many potential usages, these costs are still quite limited.
Development costs can also be high. It takes time and effort to produce software that is stable and useful under all conditions, and that is tightly integrated with its context, but here also one has to take advantage of the large potential market. Development and availability of suitable middleware, for instance as libraries or plug-ins that can easily customized for the problem at hand is an obvious route here.


2014年3月28日 星期五

Yi, J. S., Kang, Y. A., Stasko, J. T., & Jacko, J. A. (2008, April). Understanding and characterizing insights: how do people gain insights using information visualization?. In Proceedings of the 2008 Workshop on BEyond time and errors: novel evaLuation methods for Information Visualization (p. 4). ACM.

Yi, J. S., Kang, Y. A., Stasko, J. T., & Jacko, J. A. (2008, April). Understanding and characterizing insights: how do people gain insights using information visualization?. In Proceedings of the 2008 Workshop on BEyond time and errors: novel evaLuation methods for Information Visualization (p. 4). ACM.

information visualization

洞悉經常被認為是資訊視覺化的結果,但獲得洞悉的過程仍無法被了解,目前資訊視覺化的文獻將獲得洞悉的過程分為四類(提供全貌、調整、偵測樣式、比對心智模式),這些過程提供了一些瞭解。Saraiya et al. [23]認為洞悉是觀察資料後的一個發現,可分為以下的四種情形:全貌(overview)、樣式(patterns)、群組(groups)以及細節(details)。North [16] 提出複雜(complex)、深入(deep)、質性(qualitative)、不可預期(unexpected)和相關(relevant)是洞悉的特性。本研究援引 Pirolli and Card [17]認為洞察為意義建構(sense-making)的一個部分,而意義建構如Klein et al. (p.71) [11]所定義之為有動機且持續的努力來了解人事間的連結,藉以預測它們進行的軌道(trajectories)與有效地行動。基於此一定義,意義建構有如下的現象:首先,意義建構的過程是周而復始的循環(cyclic and iterative);其次,意義建構不只是發現的過程,更是創造的過程;最後,意義建構是回溯的(retrospective),人們通常先建構一個架構,然後回溯地蒐集相關資料,並將它放到架構上,如果蒐集的資料與架構相符合,這個架構便獲得確定,否則人們會感到困惑,會捨棄、更正或取代原先的架構,來解釋新的資訊。Klein et al. [11]用Figure 1來說明上述的特性。


本研究以文獻分析探討資訊視覺化的研究者認為人們如何透過資訊視覺化獲得洞悉?的看法,歸納出四種不同但交融(intertwined)的方式:
1) 概觀(overview):概觀描述人們對整個資料集合進行全盤了解的過程,能夠提供人們掌握已知與未知的事務、發現值得進一步探索的區域以及此一資料集合可以供新知的範圍。
2) 調整(adjust):調整描述人們在探索資料集合時的過程調整抽象層級(the level of abstraction)與選取範圍(the range of selection)的過程。在探索大量資料時,運用選取功能可以進行過濾;群集(grouping)的功能可以聚集、簡化、組織和標示相關資料,使得大量資料能夠進行管理。
3) 偵測樣式(detect pattern):偵測樣式表示發現資料集合內的特定分布、趨勢、頻率、離群(outliers)與結構。
4) 比對心智模式(match mental model):資訊視覺化能夠降低了解時的認知負荷(cognitive load),增強現有事物的再認知(recognition),並且將呈現的視覺資訊與實際的知識連結起來。
循環交互地運用這些過程能夠提供對於資料集合的洞悉,可以對應到上述的意義建構理論。但由於這些過程得到的洞悉都相當抽象而高層次,資料本身的特質、使用者的興趣與背景知識對獲取洞悉有相當大的影響。

We found that: 1) Insights are often regarded as end results of using InfoVis and the procedures to gain insight have been largely veiled;
2) Four largely distinctive processes of gaining insight (Provide Overview, Adjust, Detect Pattern, and Match Mental Model) have been discussed in the InfoVis literature;
and 3) These different processes provide some hints to understand the procedures in which insight can be gained from InfoVis.

Saraiya et al. [23] have conducted insight-based evaluation studies in the domain of biology (analyzing biological pathways and micro-array data), and they define insight as “an individual observation about the data by the participant, a unit of discovery” (p. 444).

They (Saraiya et al. [23]) further group insights found in the context of bioinformatics into four different categories: overview (overall distributions of gene expression), patterns (identification or comparison across data attributes), groups (identification or comparison of groups of genes), and details (focused information about specific genes). (p. 445).

North [16] describes characteristics of insight as follows (p. 6):
Complex. Insight is complex, involving all or large amounts of the given data in a synergistic way, not simply individual data values.
Deep. Insight builds up over time, accumulating and building on itself to create depth. Insight often generates further questions and, hence, further insight.
Qualitative. Insight is not exact, can be uncertain and subjective, and can have multiple levels of resolution.
Unexpected. Insight is often unpredictable, serendipitous, and creative.
Relevant. Insight is deeply embedded in the data domain, connecting the data to existing domain knowledge and giving it relevant meaning. It goes beyond dry data analysis, to relevant domain impact.

Sensemaking clearly begets insights as shown in the model of sensemaking (Information -> Scheme -> Insight -> Product) proposed by Pirolli and Card [17].

Sensemaking simply can be defined as “making sense of things” or, drawing from Klein et al. (p.71) [11], more comprehensively described as “a motivated, continuous effort to understand connections (which can be among people, places, and events) in order to anticipate their trajectories and act effectively.”

First, sensemaking procedures are cyclic and iterative. Russell et al. [22] describe the sensemaking procedure using Learning Loop Complex theory, which consists of 1) search for representations (generation loop), 2) instantiate representations (data coverage loop), 3) shift representations. As the name of their theory illustrates, the process of sensemaking is iterative in collecting data and re-generating a representation or scheme.

Second, sensemaking is not only a discovery procedure, but also a creation procedure. Weick [32], an organizational theorist, emphasized this notion of creation by providing a very clear distinction between interpretation and sensemaking. Weick argues that interpretation is a component of sensemaking, and states “the act of interpreting implies that something is there, a text in the world, waiting to be discovered or approximated. Sensemaking, however, is less about discovery than it is about invention” (p.13).

Third, sensemaking is retrospective. Literature in various contexts (e.g., [7,32]) supports that people often do not make sense of things after collecting information first. Instead, people often construct a framework first and retrospectively collect the relevant information and place it into the framework. If the collected information fits well with the framework, the framework is confirmed. However, if it does not, people become puzzled, and the framework could be discarded, updated, or replaced to explainthe new information.

These characteristics are well summarized by the Data/Frame Theory of sensemaking of Klein et al. [12].

Insight is not only an end result or simple discovery of hidden truth, but also an intermediate state in the iterative and cyclic procedure of sensemaking and invention. Insight could be a framework that needs to be created first in a person’s mind to draw the boundary of a problem and collect and understand information.

Hence, we conducted an extensive InfoVis literature review, specifically focusing on the following question: “How do people gain insight through InfoVis?” We reviewed 4 books, 2 book chapters, and 34 papers published in major venues in InfoVis. In order to consider the bigger picture, we initially focused on books and articles that survey the benefits of InfoVis, and latter reviewed case studies and evaluation studies to find some procedural aspects of insight.

In this section, we introduce four largely distinctive processes through which people gain insight while using an InfoVis system. ... The processes we have identified are: 1) Provide Overview, 2) Adjust, 3) Detect Pattern, and 4) Match Mental Model.

Provide Overview characterizes processes through which a person comes to understand the big picture of a dataset of interest. Even though observing an overview may not directly help a person gain insight, it appears to play an important role by helping people make sense of and find which areas they need to investigate more, thereby promoting further exploration of the dataset.

That is, Provide Overview allows people to grasp what they know and do not know, which areas are available for further investigation, and to what extent they could gain new knowledge from the dataset.

Adjust refers to a process through which people explore a dataset by adjusting the level of abstraction and/or the range of selection. Being able to flexibly change perspective on the dataset allows people to make sense of various aspects and test different hypotheses they have generated.

Selecting the range of a dataset to display by using a filtering interaction technique is a way to help explore a large amount of data.

Grouping is also an effective way to explore data by abstracting huge datasets into more manageable pieces. ... Through the process of grouping and aggregating, relevant information is gathered, simplified, organized, and labeled.

Detect Pattern means to find specific distributions, trends, frequencies, outliers, or structure in the dataset. ... A pattern itself could be an insight and further a person can cast a new questions and hypotheses by understanding patterns.

One of the benefits of InfoVis is that a visual representation of data can decrease the gap between the data and user’s mental model of it, thereby reducing cognitive load in understanding, amplifying human recognition of familiar presences, and linking the presented visual information with real-world knowledge.

Instead, these four different processes are intertwined and often used together to generate insights. For example, Provide Overview, as mentioned previously, often precedes further Adjust, and Adjust and Detect Pattern are often used together to gain deeper insight. This aspect clearly mirrors the cyclic and iterative characteristic of sensemaking.

More specifically, some of insights found in the literature are somewhat abstract and higher level, so that linking them with any of the categories is questionable.

Additionally, one of most important factors to help users gain insight might be the degree of users’ engagement into the dataset. ... The nature of data and users’ interests and background knowledge can also heavily affect the insight gaining procedure.

Usability seems to be another important aspect to promote the insight gaining process.

Clutter and occlusion are also examples of barriers for insight acquisition that need to be addressed. Sometimes too much data on a limited screen results in visual clutter and occlusion, which in turn diminishes the possibility of uncovering patterns and trends. Consequently, researchers have sought to reduce clutters in various ways [6].

2014年3月27日 星期四

Chang, R., Ziemkiewicz, C., Green, T. M., & Ribarsky, W. (2009). Defining insight for visual analytics. Computer Graphics and Applications, IEEE, 29(2), 14-17

Chang, R., Ziemkiewicz, C., Green, T. M., & Ribarsky, W. (2009). Defining insight for visual analytics. Computer Graphics and Applications, IEEE, 29(2), 14-17.

information visualization

許多研究都指出資訊視覺化的目的是提供洞悉(insight),例如 Card, Mackinlay and Shneiderman [1]與Thomas and Cook [2]。然而目前大多數對於洞悉的定義卻是莫衷一是,例如North便有兩種不同但相關的看法。North [3] 認為洞悉的特徵包含複雜(complex)、深入(deep)、質性(qualitative)、不可預期(unexpected)以及相關(relevant),這一類的看法與認知科學上的突發性洞悉(spontaneous insight)相近,將洞悉認為是靈光一現的剎那(a moment of enlightenment),也就是問題從不知道如何解決忽然轉移到知道如何解決的一個過程,並且這類的看法需要注意的是這類的問題解決的過程並非依循尋常的方式,而是在僵局下,透過微弱的語意網絡,忽然激發較不清楚地相關資訊,所產生的典範轉移(paradigm shift)。但North與其同事[5]也曾提出另一種關於洞悉的看法,他們將洞悉定義為參與者對於資料的一種個別觀察(an individual observation)以及是一個發現的單位(a unit of discovery),這種看法可以說是將洞悉視為是一種知識的進步(an advance of knowledge)或是一片段的資訊(a piece of information),這種看法認為視覺化能幫助知識的建構,例如Yi et al. [6]以意義建構理論(sense-making theories)為基礎將視覺化能產生的洞悉分為四個不同但彼此交疊的過程:提供全貌(provide overview)、調整(adjust)、偵測樣式(detect patterns)以及比對心智模式(match mental model)。

由於自發性的洞悉來自於語意知識(semantic knowledge)不可預期的重組(reconfiguration),要對一個問題產生自發性的洞悉必須具有相關知識。在另一方面,自發性的洞悉所引起的典範轉移(paradigm shifts)能夠讓人對於問題的瞭解產生新的結構與關係。因此,本研究認為這兩種看法在習得知識的循環上彼此相互支持,以Figure 2來表示。在僅有有限知識的一開始(0 to k1),使用者並無法產生自發性的洞悉。當知識逐漸增加後(k1 to k2),能夠產生自發性洞悉的可能性增加。最後(k2 to k3),愈多的知識能夠產生自發性洞悉的可能性愈增加,但趨勢逐漸減緩。所以,應提供一個環境讓兩種看法的洞悉都能發生。


Many have argued that providing insight is the main goal of information visualization. Stuart Card, Jock Mackinlay, and Ben Shneiderman declare that “the purpose of visualization is insight,” [1] while Jim Thomas and Kris Cook propose in Illuminating the Path that the purpose of visual analytics is to enable and discover insight [2].

For example, Chris North categorizes insight to be “complex, deep, qualitative, unexpected, and relevant,” [3] which overlaps with the neurological definition.

However, North and his colleagues also define insight as “an individual observation about the data by the participant, a unit of discovery,” [5] which does not bear any clear relation to the strict aha moment of cognitive science. Instead, it implies a focus on knowledge-building not found in the cognitive definition.

We suggest that what the visualization community defines as insight actually has two parallel meanings: a term equivalent to the cognitive science definition of insight as a moment of enlightenment, and a broader term to mean an advance in knowledge or a piece of information.

The cognitive science community has used the term insight “to name the process by which a problem solver suddenly moves from a state of not knowing how to solve a problem to a state of knowing how to solve it.” [8]

In this tradition, spontaneous insight is a type of problem solving and  differs from normal problem solving in several key ways.
First, spontaneous insight doesn't appear to  be facilitated by gradual learning heuristics such as bottom-up inductive reasoning.  In fact, researchers have observed that focused effort on normal problem solving often inhibits spontaneous insight. Spontaneous insight usually occurs when a person is in a relaxed state [9] (such as when taking a shower in the morning).
Second, whereas gradual problem solving requires no special inducement other than presenting someone with a problem, what precipitates spontaneous insight is still being discussed.  One commonly held theory is that spontaneous insight often occurs when a person tries to solve the problem in a habitual way, fails, momentarily becomes frustrated (perhaps owing to incorrect assumptions or some other cognitive fi xedness), mentally reorganizes the pieces of the puzzle (perhaps by breaking through a failed thought paradigm), and “suddenly” sees the solution. [8]
Finally, in normal problem solving the path taken to the solution is conscious and logically clear to the problem solver; however, participants who experience a spontaneous insight often can’t describe the thought process that led to it, [10] indicating that this insight occurs subconsciously and isn't a process that can be directly controlled, manipulated, or repeated.

This indicates that normal problem solving involves a narrow but continuous focus on information highly relevant to the problem at hand. ... . This suggests that spontaneous insight occurs through sudden activation of less clearly relevant information through weak semantic networks, which corresponds to a participant’s paradigm shift following an impasse.

These findings suggest that spontaneous insight is qualitatively different from everyday problem solving. It involves a unique pattern of neural activity that corresponds with the unique sensation of 
the “aha” moment that participants report.

Recently, Yi and his colleagues provided a comprehensive survey on information visualization literature that considered insight as a goal or a measurement [6]. On the basis of sense-making theories, they concluded that four distinct but intertwined processes in visualization can lead to insight: provide overview, adjust, detect patterns, and match mental model.

In the visualization community, researchers often talk about discovering insight, gaining insight, and providing insight. This implies that insight is a kind of substance, and is similar to the way knowledge and information are discussed.

In the cognitive science community, researchers more often discuss experiencing insight, having an insight, or a moment of insight. In this context, insight is an event.

On the basis of the cognitive definition of insight, this statement restricts visualization into considering only a specific mode of problem solving that produces results that, although measurable, aren't easy to track.

On the other hand, considering insight only as knowledge or information limits visualization’s potential to structured knowledge building and information display.

If spontaneous insight comes from the unexpected reconfiguration of semantic knowledge, [10] then relevant knowledge about a problem must be necessary for spontaneous insight to arise. ... Conversely, the major paradigm shifts associated with spontaneous insight can create new structures and relationships in a user’s understanding of a problem, which can then serve as the schematic structures needed for generating future knowledge-building insights.

Together, the two types of insight support each other in a loop that allows human learning to be both flexible and scalable.

As Figure 2 shows, when the user has only a limited amount of knowledge (0 to k1), spontaneous insight won’t likely occur.
As the amount of knowledge increases (k1 to k2), the probability of spontaneous insight increases sharply.
Finally, after a certain point (k2 to k3), further increase of knowledge increases the probability in only a limited fashion until it’s asymptotically close to a spontaneous insight occurring.
On the other hand, a reduction in the probability of gaining a spontaneous insight undoubtedly occurs, at least for a while, if the user is distracted from this freer knowledge association.
But whatever model is chosen, our main point is that spontaneous and knowledge-building insights should be considered distinct because the best approaches to gain one or the other are different.

For spontaneous insight, we can evaluate exploratory, “prequery” approaches that keep one “in the cognitive zone” or “in the flow,” and quantitatively identify when a spontaneous insight occurs through an EEG or fMRI.

For knowledge-building insight, we can evaluate detailed knowledge-gathering methods and look to appropriate user studies to measure how much knowledge a user gains.

Using these combined approaches, we can not only more accurately determine visualization tool’s effectiveness, but also provide cognitive scientists with more complex problem-solving artifacts (they have few available) and shed light onto how to promote the two types of insight through visualization tools to solve real-world problems.

2014年3月23日 星期日

Chen, M., Ebert, D., Hagen, H., Laramee, R. S., Van Liere, R., Ma, K. L., ... & Silver, D. (2009). Data, information, and knowledge in visualization. Computer Graphics and Applications, IEEE, 29(1), 12-19.

Chen, M., Ebert, D., Hagen, H., Laramee, R. S., Van Liere, R., Ma, K. L., ... & Silver, D. (2009). Data, information, and knowledge in visualization. Computer Graphics and Applications, IEEE, 29(1), 12-19.

information visualization

本研究從視覺化處理過程的觀點區分資料、資訊和知識,並且審視資訊和知識目前在視覺化科技發展上的作用,並建議應了解從資料轉化為資訊與知識的過程以及運用來強化未來的視覺化系統。作者利用兩種表示方式代表資料、資訊和知識: P 代表所有人類外顯與內隱的記憶,例如Pdata、Pinfo和 Pknow 分別代表有關資料、資訊和知識的人類記憶,並且PdataPPinfoP, and PknowP; C 代表所有電腦記憶的表示形式,同樣以 Cdata、Cinfo和  Cknow來表示有關資料、資訊和知識的電腦記憶。根據上述的表示方法,當人類從電腦資料(CdataCdata)中取得充分的資訊(PinfoPinfo)與知識(PknowPknow)而感到困難時,便需要進行資訊視覺化。典型的視覺化程序,如Figure. 1,將電腦資料Cdata經由視覺化技術處理轉化成圖像化的資料Cimage,便於有效能與有效率地獲取資訊(Pinfo)與知識(Pknow)。Figure 1圖上的表示控制資料Cctrl,包括使用者選擇用來探索資料的視覺化工具、呈現的樣式(style)、配置(layout)、觀看位置(viewing position)、顏色對應(color maps)與轉換(transfer)等功能,使用者可以透過這些控制資料將電腦資料轉換成他滿意的影像資料Cimage


根據這樣的概念,資訊視覺化乃是一種參數空間(parameter space)相當大的搜尋程序,並且由於分析的資料量愈來愈大以及愈來愈多的視覺化技術,造成視覺化搜尋的參數空間更加擴大。因此,利用資訊輔助(information-assisted)的視覺化系統被提出來,提供輸入資訊的相關資訊、視覺化程序與結果的屬性以及使用者知覺行為的特性,使用者能夠使用這些資訊來縮減控制參數的搜尋空間,使得互動更加具有效能。Figure 2表示利用資訊輔助的視覺化系統的概念。



使用者的知識是視覺化的過程中不可或缺的一個部分,知識輔助視覺化蒐集專家使用者的知識,學習最佳實務(the best practice)並且將這些知識模式化(model),發展與改進視覺化的架構,其目的即是包含不同使用者的領域知識並且降低使用者需要複雜技巧的負擔。Figure 3上的知識輔助視覺化系統便是使用規則式推論(rule-based reasoning)建立適合的控制參數集合來減少搜尋空間,然而這類系統的問題在於蒐集與完整的表達專家知識並不容易。



Figure 5則是利用案例式推論(case-based reasoning)的方式蒐集、處理與分析視覺化過程上的資料,從案例的成功與失敗、資料與控制參數之間的關連以及其他有關視覺化任務、工具和使用者的模式推算常用的方法與參數、最佳實務與最佳化策略等知識。


Researchers have attempted to clarify the taxonomy of terms used in the visualization community
(for example, in the work of Ed H. Chi [4], Ben Shneiderman, [5], and Melanie Tory and Torsten Möller [6]). However, the terms data, information, and knowledge remain ambiguous.

This article doesn't attempt to offer a different taxonomy for visualization. Instead, we differentiate these three terms from the perspective of visualization processes. Furthermore, we examine the current and future role of information and knowledge in the development of visualization technology.

Let P be the set of all possible explicit and implicit human memory. The former encompasses the memory of events, facts, and concepts, and the understanding of their meanings, context, and associations. The latter encompasses all non-conscious forms of memory, such as emotional responses, skills, and habits. [9] We can thus focus on three subsets of memory, PdataP, PinfoP, and PknowP, where Pdata, Pinfo, and Pknow are the sets of all possible explicit and implicit memory;about data, information, and knowledge, respectively.

Let C be the set of all possible representations in computer memory. Similarly, we can consider three subsets of representations, Cdata, Cinfo, and Cknow. ... A computer representation of visualization is also a form of visual data.


Figure 1 shows a typical visualization process, illustrating instances of data, information, and knowledge in both computational space and perceptual and cognitive space. Hence, the need for visualization is based on the difficulties humans face in acquiring a sufficient amount of information (PinfoPinfo) or knowledge (PknowPknow) directly from a data set (CdataCdata). The process of creating visualization is a function that maps from Cdata to the set of all imagery data, Cimage. It transforms a data set Cdata to a visual representation Cimage, which facilitates a more efficient and effective cognitive process for acquiring Pinfo and Pknow.

Given a data set Cdata, a user first makes decisions about which visualization tools to use for exploring the data set. The user then experiments with different controls, such as styles, layout, viewing position,
color maps, and transfer functions, until he or she obtains a satisfactory collection of visualization results, Cimage.

Depending on the visualization tasks, satisfaction can come in many forms. For example, the user may have obtained sufficient information or knowledge about the data set, or may have obtained the most appropriate illustration about the data to assist others in the knowledge acquisition process.

Such a visualization process is fundamentally the same as a typical search process, except that it is usually much more complex than plugging a few keywords into a search engine. In visualization,
the tools for the “search” tasks are usually application-specific (for example, network, flow, volume visualization). The parameter space for the “search” is normally huge (for example, exploring many viewing positions or trying out many different transfer functions). The user interaction for the “search” sometimes can be very slow, especially in handling very large data sets.

However, with the growing amount of data and increasing availability of different visualization techniques, the search space for a visualization process is also expanding. Like the Internet search problem, interactive visualization alone is no longer adequate.

Figure 2 illustrates an information-assisted visualization process. Some techniques use information captured in the visualization process to improve visualization efficiency and effectiveness.

In information-assisted visualization, the system provides the user with a second visualization pipeline (see Figure 2), which typically displays the information about the input data set. But it can also present attributes of the visualization process, the properties of the results, or characteristics of the user’s perceptual behaviors. The user uses such information to reduce the search space for optimal control parameters, hence making the interaction much more cost effective.

In a visualization process, the user’s knowledge is an indispensable part of visualization. ... Meanwhile, the lack of certain user knowledge is often a major obstacle in deploying visualization techniques. The user might not have received adequate training about how to specify transfer functions,
or might not have sufficient time or navigation skills to explore all possible viewing positions.

The objectives of knowledge-assisted visualization include sharing domain knowledge among different users and reducing the burden on users to acquire knowledge about complex visualization techniques. It also enables the visualization community to learn and model the best practice, so that powerful visualization infrastructures can develop and evolve.

If a visualization system could collect a large repository of such knowledge, it could then choose an appropriate transfer function based on the attributes of an input data set.

Figure 3 (page 18) shows a visualization pipeline supported by a knowledge base (Cknow), that stores knowledge representations captured from expert users. The system can use rule-based reasoning to establish an appropriate set, or several optional sets, of control parameters that can significantly reduce the search space, especially for inexperienced users. The system component for reasoning is commonly called an inference engine in knowledge-based systems (or expert systems).

The shortcomings of such a system include the difficulties in specifying comprehensively what knowledge to capture and the inconvenience of collecting knowledge from experts. This constrains the deployment of such a system to specific application domains.

An alternative approach is to establish a visualization infrastructure, where the system can systematically collect, process, and analyze data about visualization processes. Using case-based reasoning, it can infer knowledge from cases of successes and failures, common associations between data sets and control parameters, and many other patterns exhibited by visualization tasks, tools, users, and interactions. Such knowledge might include a popular approach, commonly used parameter sets, the best practice, an optimization strategy, and so forth.

Such an infrastructure is general purpose and can support multiple application domains. It can potentially enable applications to benefit from the best practice as well as software developed for other applications.

As a discipline, visualization has thrived on helping application users transfer data (Cdata) in
the computational space to information (Pinfo) and knowledge (Pknow) in the perceptual and cognitive space. As a discipline, we need infrastructures to collect data about visualization processes and to transfer this data to information and knowledge to further our understanding and enhance visualization technology.