Kuno Kurzhals

Case studies are central to evaluating visualization research as they provide evidence for how the developed approaches support real users, real analytical work, and real data. Conducting such studies can be challenging, since target users with relevant domain expertise are often scarce or even entirely unavailable, while the visualization researchers may lack the required expertise to perform the evaluation themselves. Current research on Large Language Models (LLMs) has shown their strong reasoning ability and usefulness in domain‐specific downstream tasks, provoking the question: to what degree and with what capacity can LLMs fill the role of the target users in visualization case studies? We investigate this question by evaluating how LLMs can participate across different phases of visualization case studies. We propose a conceptual framework that explores the different levels of LLM involvement and potential roles when simulating target users. To sketch where the LLM substitution is most plausible, we embed our suggested integration of LLMs within the nested model for visualization theory and design. For evaluation, we replicate case studies from published and unpublished visualization research using multiple state‐of‐the‐art LLMs and compare the model‐generated insights to those reported in the papers. Our results show that LLMs can often generate plausible and sometimes even novel interpretations of visual patterns when used for result analysis and validation, but can also struggle when highly contextual, domain‐specific knowledge is required.

We present an approach for on-site instruction of multiple students accompanied by gaze-based monitoring to observe patterns of visual attention during task solving. We focus on collaborative processes in augmented reality (AR) that play an essential role in on-site and remote teaching alike. From a teaching perspective, it is important in such scenarios to communicate content and tasks effectively, observe whether students understand the task, and help appropriately. In our setting, students work with head-mounted displays with eye-tracking support to collaborate in a co-located space. The supervisor can observe the scene and the students and interact with them in a hybrid setup using both AR and a desktop PC. Attention monitoring and guidance are facilitated via a bidirectional mapping between 2D structural formulas and 3D molecules. We showcase our approach with an interactive teaching scenario in which chemistry students learn aspects of stereochemistry by interacting with virtual 3D models of molecular structures. An interview with supervisors and students showed that our approach has much potential in classroom applications for (1) engaging students in collaborative task solving and (2) assisting teachers in monitoring and supporting the learning processes of their students.