My PhD was funded through multiple (European and smaller) projects, on topics such as Learning Analytics, Digital Humanities, and Unemployment. And they were interesting: I designed data visualizations on tabletops, desktop, and mobile, I researched the user’s perception and experience… all fun and games.
But no, not games.
I’ve always had a soft spot for games. I moved abroad for two years (and had my wife give up a great job) just so I could live the dream and be a game developer (a story for another time perhaps). And combining my research with games was something I had dreamed of for quite a while.
Alas, no funding to support this research. But life finds a way, right? ;)
Students to the Rescue
Students! Of course! Every year we had new Master in Engineering students working on both fun (and sometimes boring) Master thesis topics. So I introduced a new one: eSports dashboards to support spectators. The high paced action of different players across large battlefields is not easy to follow. So how could we help spectators get better insights in what was going on, real-time, during these hectic games played by professional gamers.
A huge success among students, but sadly enough spots were limited, and two students “won the lottery” (we have no say in the matter. It’s quite random): Hans Cauwenbergh and Bram Luycx.
And we got lucky. This turned out to be one of the best collaborations with students ever.
Hans jumped on League of Legends, while Bram took on Counter-strike: Global Offensive. We designed and set up a couple of surveys on Reddit in order to get insights in spectators’ motivations and perceived usefulness for different statistics provided by the respective games to inform the design of the dashboards. And then, they were off!
League of Legends
The dashboard is the result of five iterations: two digital non-interactive designs, two interactive prototypes, and the final fully functioning prototype developed with React.js and D3.js. Iteration one to four were developed using the interface design tool Figma. 22 participants took part in the evaluations of the iterations of the prototypes.
The main view is split in three modules: Gold, Damage, and Vulnerability. All modules are continuously updated in real-time. Gold and Damage are quite obvious. Let me explain Vulnerability.
Vulnerability provides an indication of how vulnerable each player is. A simple linear equation combines the position disadvantage of the player to the rest of the team and/or enemies, current health and mana points, defensive statistics and summoner spells availability. These values are combined and visualized around the player icon as a summary indicator. This view lets spectators make predictions regarding the state of the game.
Hans also added an interesting Jungler visualisation:
Counter-strike: Global Offensive
This dashboard is the result of three iterations: a paper prototype, a non-interactive digital prototype designed using Figma, and a fully functioning prototype developed with React.js and D3.js. 14 participants took part in the evaluations of the iterations. The dashboard consists of Round Progression, Economy, Map, Scoreboard, Money Distribution, and Average Damage per Round.
Through semi-structured interviews and eye-tracking we managed to get further insights into the perception and experience of participants spectating these eSports games while using our dashboards. It resulted in an interesting list of design goals for spectator dashboards that we published and presented at CHI PLAY 2018 in Melbourne, Australia.
I’ll refrain from turning this digestible blog post into a long scientific article. But if you are interested in the guidelines, you can find the article here. Or go through the slides below!
If there is enough interest, I’ll post a summary of the guidelines on Medium ;) Just let me know in the comments!
Hans (full-time) and I (freelance part-time) haven’t stopped here though and are working for GRID eSports Gmbh where a lot of eSports data magic is happening!
Next to that, I’m a Freelance Data Visualisation Experience Designer/Adviser. I’m for hire, so if you have any dataviz needs, send me a message!
During my PhD I mainly focused on Learning Dashboards. Most of these the research on these dashboards focuses on teachers and researchers as users, but my goal was to empower the students, by giving them insights into their own process through data visualisation. I designed and evaluated a number of dashboards, but one stood out: LISSA, or “Learning dashboard for Insights and Support during Study Advice”. LISSA supports the conversation between study advisers and students, and has been deployed across campuses of KU Leuven.
We involved 17 study advisers in our study. These study advisers are responsible for both the study advice and content-related support for first-year students in a particular program. They are experts in both the content of the first-year courses, the current organisation of the program, and the regulation, both program-specific as university-wide.
The study advisers helped us get insights into how they work, and what their requirements were during these advising sessions. These sessions are private conversations with a student (occasionally with parents) taking place in an office environment. These students typically do not have a flawless study career: they have trouble studying, would benefit from a personalised program plan, did not achieve enough credits through the year, or simply wish to re-orientate towards a new program.
The study advisers have multiple tools and websites to their disposal. But combining and interpreting these multiple channels of information for each specific student requires effort and time, and is error-prone. In addition, data is often incomplete.
Using a user-centred, rapid-prototyping design approach, we started of with Sketch for our initial designs and D3.js / Meteor to create our final interactive prototype. Here are two screenshots of the final design (in the meantime current PhD students redesigned the interface):
LISSA provides an overview of every key moment in chronological order up until the period in which the advising sessions are held: the grades of the positioning test (a type of entry-exam without consequence), mid-term tests, January exams, and June exams. A general trend of performance is visualised at the top: the student path consists of histograms showing the position of the student among their peers per key moment.
Every course is represented by its name and grade (out of 20). A green, orange, and red colour coding represents successful exams, tolerable grades (students can request to pass a limited number of 8–9/20 grades) and failed courses. The course is accompanied by a histogram visualising the performance of peers and the position of the student among them (black highlight).
For June sessions, it is important to plan the re-sits during September. Too few exams result in a credit threshold issue, while too many will most likely result in failure. The check-boxes next to the failed exams re-sit planning let adviser and student select several courses. The “re-sit exam success rate graph” uses historical data to provide insights into the number of students succeeding the selected number of exams in the past.
The stacked prediction bar provides historical data of students with a similar profile (based on the number of exam passed or failed) to the student: it shows the distribution of the duration of the bachelor program (three-four-five years or drop-out/ “NIET”) with similar September re-sits.
To visualise the key moments, data regarding student grades is required. This includes all first-year students of the current year to populate the courses and course histograms, the student path, and course histograms. All grades regarding the January, June and September periods are available in the KU Leuven data warehouse.
The stacked prediction bar is based on the first-year student grades of previous years. This provides the data needed to predict the three, four, five, or more years length of a Bachelor degree.
We created a data process pipeline using Python scripts to convert the different files and formats into a simple representation that is imported into a MongoDB.
The role of the Learning Analytics data
LA dashboards are often developed for specific institutions with certain data requirements. The Learning Analytics data necessary to deploy LISSA is very basic: grades of students across key moments and data regarding student success (derived from historical grade data). This data is usually available in most higher education institutions, but limited to staff. Yet, we have shown that this data placed in a student advising context, can help support students, provide insights into their progress and help plan their future.
LISSA is based on factual data. Exam success rate and bachelor duration show what has happened historically as facts and provide no calculated estimations. This reliable way of visualizing the data provides reassurance among both study advisers and students about the advice they are giving and receiving.
Personal background data regarding socio-economic status, parents’ education, gender, and high school achievement can provide further insights and help the study adviser understand the student’s situation better. However, this unalterable data does not provide the students with actionable insights. It is therefore important to investigate how to integrate this data in an ethical manner.
The role of the Study Adviser
LISSA facilitates insights at multiple levels, but these insights benefit from guidance by the study adviser. Even though the data is objective, there is still a need for critical and reflective interpretation by domain experts . Overconfident students might interpret an overall negative result as a surmountable problem, whereas the study adviser could advice and plan a more achievable program, preventing the student from wasting years on incorrect choices. LISSA can portray a student in a negative way, while a discussion with the student might reveal problems that are easily resolved, e.g. a change in study method, a new program, or a change in attitude. Without the study adviser’s guidance, such students might choose not to continue their Bachelor program.
LISSA still leaves room for personal opinions and tacit experience, as they still play an important role during advising sessions by allowing study advisers to e.g. emphasise certain results to push them on the correct path. Many external factors, such as information gathered through discussion and previous study adviser experiences with students, impact the decision to deviate from the factual data or interpret it differently.
During the semi-structured interviews and workshops, ethical issues arose regarding confronting the students with the data.
Some study advisers did not show LISSA to students with a very high number of failed courses. While some students might benefit from an “eye-opener”, study advisers prefer to use LISSA as a motivational tool.
An important role of LISSA is the ability to position a student among peers. In general, the use of histograms was considered very useful and positioning had positive effects such as motivating the student when a bad grade is still good among peers, or a course failure rate is very high. Some study advisers worried about demotivation: a student on the low end of the histogram might see succeeding the course as an unachievable goal.
There is however a demand by students to gain access to LISSA outside the sessions. But study advisers fear that the data visualised can be greatly misinterpreted without their guidance: students with fear of failure or over-confident students might interpret the data incorrectly. Parents can play a negative role into either pushing too hard, or interpreting mediocre results as insurmountable. The lack of knowledge about higher education with parents without a degree might stop a student pursuing an achievable degree. These problems might result in wrong decisions regarding exam and study career planning. Study advisers do see potential in providing reduced information, but what this reduction entails must be further discussed and evaluated.
For more details regarding the process, evaluation and findings, check out the original paper. Need help visualising your data? Send me an email, I’m for hire!
I’ve had quite a few different jobs.. well, about five… But that’s quite a lot for your typical Belgian (we fear change!). This resulted in a range of long car commutes, short bicycle commutes, extreme long train commutes… You’d think I’d learn and go for shorter with every job change, but alas… I didn’t.
My latest commute is even the longest yet. But working at Augment, Erik Duval’s and now Katrien Verbert’s research group at KU Leuven, has been worth it. And it probably is the most fun/satisfying/creative/soul shattering/depressing (yes) job I’ve had. Good times!
Anyway, it got me thinking that I should try to visualise the differences between my commutes. No rocket science, but I thought it would be fun to walk you through them.
First, a quick explanation. The colors are explained in the image above, the thickness of a line indicates the difficulty of that part of the trip (traffic jams for car, waiting for connections in case of the train, and cycling just requires effort,.. always). The partial donuts indicate ring roads and how much distance is spent on them. All of these are very rough estimates, enough to tell my story. The bar on the right indicates the best possible time (green) to the worst possible time (red). These are based on what Google Maps estimates during morning rush hours (again, no exact science here). Okay? Let’s go.
Job #1: Northgate Arinso
Ah, Brussels and its traffic jams. Our country is small, but our traffic jams are amongst world’s biggest. And we chose to live north of Brussels, which meant I’d have to head through the longest and busiest part of the Brussels Ring. I was young and stupid, and spent 4.5 years in horrible traffic jams. Seriously hated it in the end. But it did give me a lot of time to think. Think about what my next job should be! (staring at the trunk of the car in front of you is quite.. zen and inspiring?)
That thick part at the start of the trip? Two lanes merging onto one on a bridge. Could add an hour to your route if you didn’t know the shortcuts. Horrible! (they widened the bridge AFTER I moved job/house of course)
Job #2: Monumental Games
I managed to land a job in the games industry, a dream of mine since I was a kid. Added bonus: I went from 2-3 hours a day wasted in the car to my shortest commute ever. Was even short enough to have lunch at home with Elke! I had to buy a bicycle (I was a.. car person, but on a puny game developer salary.. no dice), but in the end the overtime was worse than my previous commute time. So.. I left!
Job #3: iChoosr
There were many reasons why I left the game industry (there are things I miss: many of my colleagues, making games, and a bit of Nottingham. And things I don’t miss: rain), but it was time to move on, and we arrived back in Belgium: Antwerp. Being even closer to work, getting the bicycle out of the basement was sometimes just not worth the time. Elke’s work was right next to ours, so we could meet up for lunch every day. Second best lunches ever!
We ended up buying a house, away from the city. So the commute got longer. Still, two bicycle rides and a trip on the train weren’t too bad… But the time it takes for the short distance was quite ridiculous (welcome to Belgium).
Job #4: Northgate Arinso
Leaving iChoosr was a bit weird (I was the first at the company to ever leave..), but I thought, hey, commutes, I can handle those! I’ve done horrible commutes for almost five years! .. But I did seem to forget we relocated: we moved to the north of Antwerp, which added another ring road to my trip… It took me 3 months to realise what I did. It took me another year to find an exit.
Job #5: KU Leuven
Okay, it’s even further away. But I get to do research! Be creative! Get a PhD in the end (hopefully). Two ring roads again, but this time, the Brussels part is quite short.
Universities do not give you cars, but they do give you train subscriptions! So, thanks to the amazing services of the NMBS (Belgian railways), with its weekly/daily delays and cancelled trains, it can take up to three hours to get to work (or you just can’t get anywhere,.. it happens more often than you think). This can get quite frustrating, but the train has become my second office. Not a complete waste of time..
Now, if I had more time, it would be great to visualise my love for each job/company/colleagues, and weigh it against salary, commute distance etc. But hey, I don’t want to burn any bridges. And even so, every job I’ve had was amazing in its own way. I made great friends, learned things! Not regretting any of it..
I will end with this: the actual locations of the companies. And here, I’ve improved. I present to you, from left to right: Northgate Arinso, Monumentel Games, iChoosr, Northgate Arinso again,.. and KU Leuven.
Yep. We’ve gone greener. However, the access to good lunch places is equally bad on both the university campus and the industrial area in which Northgate Arinso was located. The prettiest building I’ve worked in (on the outside anyway) deserves some attention as well: “The Prudential Building” in Nottingham.
Hope you enjoyed the trip (pun intended, of course). If you like this type of visualisation, I’d love to see it applied to your own commutes. Or anything trip related really. Do leave comments!
Oh, and lessons learned? Err… Balance is everything! But home working is the best?!