Do Information Visualisation and Semantic Web Get on Well? A study on the usage of storytelling platforms to improve data literacy skills
DOI:
https://doi.org/10.60923/issn.2532-8816/21755Keywords:
data visualisation literacy, semantic web, education, data storytelling, exploratory data analysisAbstract
Data literacy and visualisation literacy are pivotal for Humanities scholars to explore and interpret digital Cultural Heritage collections. In the Digital Humanities realm, such skills facilitate engagement with data-driven information systems, making abstract information tangible and actionable. This study investigates the role of a web-based storytelling editor, i.e. MELODY, in enhancing students' ability to interpret and create narratives from Linked Open Data source using information visualisation and storytelling techniques. By analysing how students integrated visual elements into their data stories and reflecting on their project feedback, we characterise the way essential competencies in data and visualisation literacy are unlocked by the usage of WYSIWYG tools. Findings reveal a general preference for exploratory data analysis approaches, characterised by linear narratives, and numerous, easy-to-consume, visual aids. Critical thinking is fostered by the need of presenting explanatory narratives, and the immediate feedback from the platform supports iterative learning. Challenges faced with incomplete data sources remain a significant frustration element in the learning experience. Insights underscore the need for improved educational tools that effectively support trial-and-error exploratory learning approaches to the Semantic Web.
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