Jo Wood

Maeve Hutchinson, Radu Jianu, Aidan Slingsby et al.

We present a new dataset for chart question answering (CQA) constructed from visualization notebooks. The dataset features real-world, multi-view charts paired with natural language questions grounded in analytical narratives. Unlike prior benchmarks, our data reflects ecologically valid reasoning workflows. Benchmarking state-of-the-art multimodal large language models reveals a significant performance gap, with GPT-4.1 achieving an accuracy of 69.3%, underscoring the challenges posed by this more authentic CQA setting.

Saiful Khan, Scott Jones, Benjamin Bach et al.

We present a method to create storytelling visualization with time series data. Many personal decisions nowadays rely on access to dynamic data regularly, as we have seen during the COVID-19 pandemic. It is thus desirable to construct storytelling visualization for dynamic data that is selected by an individual for a specific context. Because of the need to tell data-dependent stories, predefined storyboards based on known data cannot accommodate dynamic data easily nor scale up to many different individuals and contexts. Motivated initially by the need to communicate time series data during the COVID-19 pandemic, we developed a novel computer-assisted method for meta-authoring of stories, which enables the design of storyboards that include feature-action patterns in anticipation of potential features that may appear in dynamically arrived or selected data. In addition to meta-storyboards involving COVID-19 data, we also present storyboards for telling stories about progress in a machine learning workflow. Our approach is complementary to traditional methods for authoring storytelling visualization, and provides an efficient means to construct data-dependent storyboards for different data-streams of similar contexts.

M. Chen, A. Abdul-Rahman, D. Archambault et al.

The effort for combating the COVID-19 pandemic around the world has resulted in a huge amount of data, e.g., from testing, contact tracing, modelling, treatment, vaccine trials, and more. In addition to numerous challenges in epidemiology, healthcare, biosciences, and social sciences, there has been an urgent need to develop and provide visualisation and visual analytics (VIS) capacities to support emergency responses under difficult operational conditions. In this paper, we report the experience of a group of VIS volunteers who have been working in a large research and development consortium and providing VIS support to various observational, analytical, model-developmental and disseminative tasks. In particular, we describe our approaches to the challenges that we have encountered in requirements analysis, data acquisition, visual design, software design, system development, team organisation, and resource planning. By reflecting on our experience, we propose a set of recommendations as the first step towards a methodology for developing and providing rapid VIS capacities to support emergency responses.

Kyle Wm. Hall, Adam J. Bradley, Uta Hinrichs et al.

While previous work exists on how to conduct and disseminate insights from problem-driven visualization projects and design studies, the literature does not address how to accomplish these goals in transdisciplinary teams in ways that advance all disciplines involved. In this paper we introduce and define a new methodological paradigm we call design by immersion, which provides an alternative perspective on problem-driven visualization work. Design by immersion embeds transdisciplinary experiences at the center of the visualization process by having visualization researchers participate in the work of the target domain (or domain experts participate in visualization research). Based on our own combined experiences of working on cross-disciplinary, problem-driven visualization projects, we present six case studies that expose the opportunities that design by immersion enables, including (1) exploring new domain-inspired visualization design spaces, (2) enriching domain understanding through personal experiences, and (3) building strong transdisciplinary relationships. Furthermore, we illustrate how the process of design by immersion opens up a diverse set of design activities that can be combined in different ways depending on the type of collaboration, project, and goals. Finally, we discuss the challenges and potential pitfalls of design by immersion.