Building data analysis skills is part of modern elementary school curricula. Recent research has explored how to facilitate children's understanding of visual data representations through completion exercises which highlight links between concrete and abstract mappings. This approach scaffolds visualization activities by presenting a target visualization to children. But how can we engage children in more free-form visual data mapping exercises that are driven by their own mapping ideas? How can we scaffold a creative exploration of visualization techniques and mapping possibilities? We present Construct-A-Vis, a tablet-based tool designed to explore the feasibility of free-form and constructive visualization activities with elementary school children. Construct-A-Vis provides adjustable levels of scaffolding visual mapping processes. It can be used by children individually or as part of collaborative activities. Findings from a study with elementary school children using Construct-A-Vis individually and in pairs highlight the potential of this free-form constructive approach, as visible in children's diverse visualization outcomes and their critical engagement with the data and mapping processes. Based on our study findings we contribute insights into the design of free-form visualization tools for children, including the role of tool-based scaffolding mechanisms and shared interactions to guide visualization activities with children.

中文翻译：

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视觉建构：探索儿童的自由形式可视化过程。

建筑数据分析技能是现代小学课程的一部分。最近的研究已经探索了如何通过完成练习来促进儿童对视觉数据表示的理解，该练习突出了具体映射与抽象映射之间的联系。这种方法通过向孩子展示目标可视化来支撑可视化活动。但是，如何让孩子们参加更多由他们自己的映射思想驱动的自由形式的可视数据映射练习？我们如何支持对可视化技术和制图可能性的创造性探索？我们介绍了Construct-A-Vis，这是一种基于平板电脑的工具，旨在探讨与小学生一起进行自由形式和建设性可视化活动的可行性。Construct-A-Vis提供了可调节水平的脚手架视觉映射过程。儿童可以单独使用它，也可以将其用作合作活动的一部分。一项针对小学生的研究发现，单独地或成对地使用Construct-A-Vis，突显了这种自由形式的构造方法的潜力，这在儿童的各种可视化结果以及他们对数据和绘图过程的关键参与中可见。根据我们的研究结果，我们为儿童自由形式的可视化工具的设计提供了见识，包括基于工具的脚手架机制的作用以及指导儿童可视化活动的共享交互作用。在儿童多样化的可视化结果以及他们对数据和绘图过程的关键参与中可见。根据我们的研究结果，我们为儿童自由形式的可视化工具的设计提供了见识，包括基于工具的脚手架机制的作用以及指导儿童可视化活动的共享交互作用。在儿童多样化的可视化结果以及他们对数据和绘图过程的关键参与中可见。根据我们的研究结果，我们为儿童自由形式的可视化工具的设计提供了见识，包括基于工具的脚手架机制的作用以及指导儿童可视化活动的共享交互作用。