This interactive poster session features seven research groups exploring how interactive, dynamic visualizations impact student learning. Six empirical studies report on promising designs for visualizations. These studies use logs of student interactions and embedded assessments to document the quality and trajectory of learning and to capture the cognitive and social processes mediated by the visualization. The review synthesizes previous and current empirical work. It offers design guidelines, principles, patterns, and examples to inform those designing interactive, dynamic visualization and aligned learning support. These posters show why dynamic visualizations are both difficult to design and valuable for science instruction.
['Marcia C. Linn', 'Chris Quintana', 'Hsin-Yi Chang', 'Ji Shen', 'Jennifer L. Chiu', 'Douglas B. Clark', 'Muhsin Menekse', "Cynthia M. D'Angelo", 'Sharon Schleigh', 'Stephanie Touchman', 'Kevin W. McElhaney', 'Keisha Varma', 'Aaron Price', 'Hee-Sun Lee']
Improving the design and impact of interactive, dynamic visualizations for science learning