From: Teaching analytics, value and tools for teacher data literacy: a systematic and tripartite approach
Visualisation Techniques | Examples | Source |
---|---|---|
Statistical Graphs Visualisation | Pie Chart, Bar Chart, Line Chart, Histogram, Bubble Chart, Word Cloud, Boxplot. | (Ginon et al. 2016; KU et al. 2018; Libbrecht et al. 2013; Michos and Hernández Leo 2016; Müller et al. 2016; Pantazos et al. 2013; Pantazos and Vatrapu 2016; Prieto et al. 2018; Sergis and Sampson 2016; Shen et al. 2018; Thomas 2018; Vatrapu et al. 2013; Vatrapu et al. 2013) |
Table Visualisation | Matrix, Table Heatmap, Tabular. | (Chounta et al. 2016; KU et al. 2018; Libbrecht et al. 2013; Michos and Hernández Leo 2016) |
Timeline Visualisation | Line Graph, Stripe grapic, Gantt chart, Orchestration Graph, Shapelets. | (Ginon et al. 2016; KU et al. 2018; Michos and Hernández Leo 2016; Prieto et al. 2016; Prieto et al. 2018; Saar et al. 2018; Suehiro et al. 2017) |
Network Visualisation | Network Analysis, Social Network Analysis (SNA), Knowledge Graphs, Curriculum knowledge graph, Path recommendation graph, Spiral Graph, Treemap. | (Goggins et al. 2016; Pantazos et al. 2013; Shen et al. 2018; Vatrapu et al. 2013) |
Spatial Visualisation | Heatmap, Area of Interest Analysis (AOI). | |
Static Visualisation | Static Visual Speedometer Graph, Static Visual Dashboards, Static Statistical Graphs. | (Müller et al. 2016; Pantazos and Vatrapu 2016; Pantazos et al. 2013; Sergis and Sampson 2016; Vatrapu et al. 2013) |
Real-time Visualisation | Real-time Speedometer Graph, Stream Graph, Real-time Visual Dashboards, Dynamic Statistical Graphs, Animations. | (Barmaki and Hughes 2015; KU et al. 2018; Libbrecht et al. 2013; Vatrapu et al. 2013) |
Individual Visualisation | Teacher visualising single or individual user (teacher or student) activities. | (Müller et al. 2016; Pantazos and Vatrapu 2016; Pantazos et al. 2013; Sergis and Sampson 2016; Vatrapu et al. 2013) |
Group Visualisation | Teacher visualising group of student activities. | (Barmaki and Hughes 2015; KU et al. 2018; Libbrecht et al. 2013; Pantazos and Vatrapu 2016; Vatrapu et al. 2013) |