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Comp 15 - Usability & Human Factors Comp 15 - Usability & Human Factors Unit 12b - Information Visualization This material was developed by Columbia University, funded by the Department of Health and Human Services, Office of the National Coordinator for Health Information Technology under Award Number 1U24OC000003. Hypervariate data sets Common problem: many data sets are too large to visualize on one screen Solution: overview of the whole set and details of the selected subset Implementation: scaling (in space or time) Scaling in space: use different portion of the Scaling in time: alternate between overview of screen to show overview of the whole data set the whole set and detail of the selected and detail of the selected subset subset sequentially in the same space Health IT Workforce Curriculum Component 15/Unit 12b 2 Version 2.0/Spring 2011 Scaling Variation in space • Can overview and detail co-exist in the same space? • Distortion • Fish-eye view • Bifocal display • Perspective wall Health IT Workforce Curriculum Component 15/Unit 12b 3 Version 2.0/Spring 2011 1 Scaling Fish-Eye • George Furnas 1981 Fish- • Shneiderman: • Provide[s] detailed view (focus) and overview (context) without eye obscuring anything… The focus area (or areas) is magnified to show detail, while preserving the context, view all in the single display. 1D Fisheye 2D Fisheye Health IT Workforce Curriculum Component 15/Unit 12b 4 Version 2.0/Spring 2011 Scaling Fish-Eye (cont.) Fish-eye view • Examples: Fish-eye views for long menus Bederson UIST’00 http://www.cs.umd.edu/hcil/fisheyemenu/ Component 15/Unit 12b Health IT Workforce Curriculum 5 Version 2.0/Spring 2011 Scaling Fish-Eye (cont.) Fish-eye views • Examples: Fish-eye views for graphs http://www.aisee.com/manual/unix/29.htm Health IT Workforce Curriculum Component 15/Unit 12b 6 Version 2.0/Spring 2011 2 Scaling Bifocal Bifocal display • First suggested by Spence and Apperley (1980) Health IT Workforce Curriculum Component 15/Unit 12b 7 Version 2.0/Spring 2011 Scaling Bifocal (cont.) Bifocal display • Examples Early implementation Spence – 1980? http://www.iis.ee.ic.ac.uk/ ~r.spence/videos.htm Health IT Workforce Curriculum Component 15/Unit 12b 8 Version 2.0/Spring 2011 Scaling Perspective Wall • Perspective Wall Bifocal display Perspec've wall Health IT Workforce Curriculum Component 15/Unit 12b 9 Version 2.0/Spring 2011 3 Scaling Perspective Wall (cont.) Examples: • Map work charts onto diagram • x-axis is time, y-axis is project • (Mackinlay, Robertson, Card ’91) Perspective Wall PerspectiveWall Health IT Workforce Curriculum Component 15/Unit 12b 10 Version 2.0/Spring 2011 Scaling Perspective Wall (cont.) Examples: • File navigation • http:// www.cs.ubc.ca/ ~tmm/courses/ cpsc533c-03-spr/ 0127.quanzhenge ng.ppt Perspective wall Health IT Workforce Curriculum Component 15/Unit 12b 11 Version 2.0/Spring 2011 Time Scaling Variation in time Magic Lens Panning and Zooming Health IT Workforce Curriculum Component 15/Unit 12b 12 Version 2.0/Spring 2011 4 Magic Lens Scaling Magic Lens http:// www2.parc.com/ istl/projects/ MagicLenses/ SimpleDemo.html Health IT Workforce Curriculum Component 15/Unit 12b 13 Version 2.0/Spring 2011 Panning & Zooming Scaling Panning and Zooming • Panning – smooth movement of camera across scene (or scene moves and camera stays still) • Zooming – increasing or decreasing the magnification of the objects in a scene • http://www.cs.umd.edu/hcil/jazz/play/ hinote-0.5/jazz-mid-talk.html Health IT Workforce Curriculum Component 15/Unit 12b 14 Version 2.0/Spring 2011 Hierarchies and Trees Hierarchies in Main Definition the world representation • Data • Family histories • Node-link repository in • File/directory • Space-filling which cases • Organizational are related to chart • Object-oriented subcases software classes Health IT Workforce Curriculum Component 15/Unit 12b 15 Version 2.0/Spring 2011 5 Node-link Hierarchies Root at top Image source: “Data structures and file handling: Tree-Maps: a space-filling approach to the visualization of hierarchical information structures”, Brian Johnson, Ben Shneiderman Health IT Workforce Curriculum Component 15/Unit 12b 16 Version 2.0/Spring 2011 Node-link Hierarchies Examples Problems • Quickly fills out screen real estate • Difficult to maintain overview of the structure Health IT Workforce Curriculum Component 15/Unit 12b 17 Version 2.0/Spring 2011 Node-link Hierarchies Potential • Cone Trees (PARC, Robertson, Mackinlay, Card) solutions Health IT Workforce Curriculum Component 15/Unit 12b 18 Version 2.0/Spring 2011 6 Space-filling Treemap examples Health IT Workforce Curriculum Component 15/Unit 12b 19 Version 2.0/Spring 2011 Time Series Data Definition Standard presentation • Data sets with one variable being the time of the event • Could be uni- or hypervariable • Data mining – looking for patters • Visualization – looking for visual patterns Health IT Workforce Curriculum Component 15/Unit 12b 20 Version 2.0/Spring 2011 Time Series Data (con’t) Examples • Predictive calendars • http://research.sun.com/research/netcomm/rhythmAwareness.html Health IT Workforce Curriculum Component 15/Unit 12b 21 Version 2.0/Spring 2011 7 Time Series Data (con’t) One issue – temporal data is often periodic (cycles – daily, weekly, yearly, etc.) Linear display is problematic for periodic data Potential answer – spiral display Health IT Workforce Curriculum Component 15/Unit 12b 22 Version 2.0/Spring 2011 Time Series Data (con’t) Additional benefit of spiral display – discovering periodicity in data Health IT Workforce Curriculum Component 15/Unit 12b 23 Version 2.0/Spring 2011 Interaction and Dynamic Queries Data transformation • Details on demand • Dynamic query Health IT Workforce Curriculum Component 15/Unit 12b 24 Version 2.0/Spring 2011 8 Interaction and Dynamic Queries (con’t) Data transformation • Details on demand • Details could be removed from the main view for different reasons (mainly due to scaling issues) Health IT Workforce Curriculum Component 15/Unit 12b 25 Version 2.0/Spring 2011 Interaction and Dynamic Queries (con’t) Data transformation • Dynamic queries • Visual representation of all possible objects and actions • Rapid, incremental and reversible actions • Direct manipulation is favored (selection by pointing, not typing) • Specifying a query brings immediate display of results • Responsive interaction (< 0.1 sec) • Classic example: • HomeFinder – 1992, University of Maryland, Human Computer Interaction Lab (Ben Shneiderman) Health IT Workforce Curriculum Component 15/Unit 12b 26 Version 2.0/Spring 2011 Information Visualization in Medicine Purpose: Prevent information overload and allow Visually magnify subtle members of clinical staff to Visually present medical aspects of the diagnostic, master large quantities of data in more intuitive, easy therapeutic, patient information to understand, learn, management and healing • Luca Chittaro, “Information recognize, navigate and process which otherwise Visualization and its Application to manage formats Medicine” could be difficult to notice • Artificial Intelligence in Medicine, vol.22(2), 2001, pp.81-88 Health IT Workforce Curriculum Component 15/Unit 12b 27 Version 2.0/Spring 2011 9 Information Visualization in Medicine (con’t) Examples • The Visible Human Explorer ( http://www.cs.umd.edu/ hcil/visible-human/ vhe.shtml) Health IT Workforce Curriculum Component 15/Unit 12b 28 Version 2.0/Spring 2011 Information Visualization in Medicine (con’t) Examples Health IT Workforce Curriculum Component 15/Unit 12b 29 Version 2.0/Spring 2011 Information Visualization in Medicine (con’t) Examples Health IT Workforce Curriculum Component 15/Unit 12b 30 Version 2.0/Spring 2011 10 Information Visualization in Medicine (con’t) Examples Health IT Workforce Curriculum Component 15/Unit 12b 31 Version 2.0/Spring 2011 Conclusions Assignments Health IT Workforce Curriculum Component 15/Unit 12b 32 Version 2.0/Spring 2011 11 .
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