3.1 Structured theory and domain analysis

This pillar consists in identifying and understanding the current state of knowledge, available data and practices, as well as the challenges that are linked to the application domains we target, for example, in the form of literature reviews in our scientific field, as well as related domains such as economy, environmental sciences, psychology and education. A multidisciplinary approach with colleagues in these domains will allow us to identify challenges and opportunities, which will result in the building of conceptual frameworks and research hypotheses.

For example, the goal in one of our PhD projects is to make quantum physics more accessible, and to encourage students to explore this strategic subject in more depth. To that end, we learn what quantum physics is, we discuss with teachers and students to identify the current barriers to understanding in a bottom-up approach, and we explore literature in education.

This theoretical pillar informs the other two pillars, but is also informed by them. Indeed, the tools we develop and the experiments we conduct will help us refine our theories, both by providing answers to our research questions and by revealing possibilities we have not considered before (e.g., new types of designs and new research questions).

3.2 Creative Design and implementation

This second pillar focuses on the effective creation of immersive visualization experiences, interventions, and techniques. Numerous ingredients contribute to the creation of such experiences. At a design level, it is fundamental to clearly identify what a given experience is expected to produce: elicitation of emotions, support for learning, enhanced collaboration between participants, and so on. This will lead to the emergence of ideas that we will seek to materialize through research prototypes. Concretely, brainstorming, ideation sessions, and focus groups are tools that will help us to stimulate, possibly with collaborators from other domains, the creation of (disruptive) ideas. This ideation process is often conducted directly with practitioners or citizens, as we are currently doing with students in psychology to create a tool dedicated to the lack of awareness in schizophrenia (see LiveIt project). Because we target technologies that may contribute to enhancing immersiveness, we will base our developments on unconventional input and output modalities that may go beyond the limits of current desktop systems.

Besides a focus on technolgy, we also explore new approaches making use of data storytelling, relatively young research field whose objective is to improve the understanding of data and phenomena by walking a viewer through the data or phenomenon gradually. Such approaches seem particularly well suited for the general objective we target in Bivwac, so we will take inspiration from this line of research as well as extend it, as it is still a nascent area with many unexplored opportunities and a lot of unanswered research questions.

For the design of interventions and techniques, we adpot an iterative process that moves us progressively from low-fidelity towards high-fidelity prototypes which will be tested during evaluation sessions (see Pillar 3). Where sensble, we put effort in making our tools and methods available, so other researchers can benefit from our know-how, and replicate our technological environments for their own research. Successful designs can also be used outside the lab, and in some cases, can potentially be transferred, as we did in the past in the Potioc Inria team.

3.3 Rigorous Experimentation

The third pillar concerns experimental work to evaluate our designs (Pillar 2) through experiments with users. This allows us to refine our prototypes and to compare them to the state of the art. This will also allow us to better understand the factors that impact the understanding or engagement of users for given information types and tasks. All members of Bivwac are highly familiar with such experimental work which is central to any HCI and visualization research. Designing solid and informative user experiments is a research challenge in itself, and a constant concern that will drive our research group.

Controlled lab experiments allow to assess low-level mechanisms such as the ability of the human visual system to perceive such or such stimuli among other distractive stimuli. Other kinds of lab experiments can assess the usability of a new system more broadly as well as the cognitive involved in its usage. Finally, we conduct higher level experiments to evaluate the extent at which a given system facilitates the understanding of abstract phenomena or to understand if participants change their behavior after having attended one of our immersive visualization experiences.

4.1 Environment

Environmental issues are a key domain as rapid global action is required and any approach that may be able to mitigate the crisis deserves to be explored. We are looking at how to help practitioners better educate citizens, politicians, and decision makers for the promotion of pro-environmental decisions and actions as laid out by environmental sciences experts (e.g. IPPC) and government agencies such as ADEME. We consider data and phenomena at different levels; at a microscopic level we focus on specific problems (e.g. understanding the relative importance of carbon footprint for different meals); at a more macroscopic level where we try to convey a more global picture of available knowledge (e.g. better understanding the causes and consequences of global warming, the different levers of change, and the diverse implications of policies).

4.2 Education

We are interested in education in general, in particular when knowledge is difficult to transmit with standard methods and user interfaces. As an example, we have worked on the teaching of wave optics for several years, and we have built a new interactive tool that goes beyond the limits of current teaching approaches. We continue and extend this work in various areas, including quantum physics and collaborative learning, as well as education for visualization and data literacy.

4.3 Global Welfare

Global welfare can be broken down into several directions of research. We have started exploring how immersive AR visualizations can help people better understand what schizophrenia is, with the final goal of reducing stigma. Other research directions relate to humanitarian visualizations where we want to study how immersive visualization experiences can be used to help reduce global suffering.

For these application domains, the challenge is to engage people in a process of learning, to promote a comprehensive understanding of poorly-understood phenomena, to encourage discussions and reflections between citizens or, potentially, to favor a real change in people’s behaviors. This differs from what is generally studied in more traditional contexts where productivity is often a target (optimize completion time, minimize error rate).

7.1 New software

7.2 Open data

Research material shared on the Open Science Framework (OSF) platform:

• https://­osf.­io/­v4yxs/ – Data, analysis scripts, and preregistration for the paper Augmented-Reality Waste Accumulation Visualizations, co-authored by Ambre Assor , Martin Hachet , Arnaud Prouzeau and Pierre Dragicevic5.
• https://­osf.­io/­gs4fy/ – Data from a literature analysis for the paper The Many Ways of Being Transparent in Human-Computer Interaction Research, co-authored by Yvonne Jansen and Pierre Dragicevic27.
• https://­osf.­io/­rftxn/ – Data from a qualitative study for the paper Animating Hypothetical Trips to Communicate Space-Based Temporal Uncertainty on Digital Maps, co-authored by Yvonne Jansen and Morgane Koval8.
• https://­osf.­io/­cvum9/ – Preregistration for the paper Animated Transitions for Abstract and Concrete Immersive Visualizations: A Design Space and Experiment, co-authored by Ambre Assor , Martin Hachet , Arnaud Prouzeau and Pierre Dragicevic24.
• https://­osf.­io/­gscpv/ – Data, analysis scripts, and preregistration for the paper The Effect of Augmented Reality on Involuntary Autobiographical Memory, co-authored by Léana Petiot and Pierre Dragicevic (in press, just accepted).

8.1 Teaching wave optics and quantum physics

Participants: Vincent Casamayou, Justin Dillmann, Nathan Salin, Martin Hachet.

External collaborators: Bruno Bousquet [Univ. Bordeaux], Lionel Canioni [Univ. Bordeaux], Jean-Paul Guillet [Univ. Bordeaux].

Show image description

A view of HOBIT

Following the work related to HOBIT that we stared during the peroiod of our previous project-team (Potioc), we have continued developing new pedagogical tools to teach wave optics and quantum physics.

In particular, we published a journal paper 6 dedicated to the HOBIT table (Figure 2 - left). We also continued our developements with the desktop version of the table, SHIRE illustrated in Figure 2 -right. These new developements are currently evaluated by teachers and students, and should result in a dedicated publication.

In addition, we have worked on a network solution that allows connecting several instances of SHIRE / HOBIT. This opens the door to collaborative practical work, from distant locations.

8.2 Leveraging Augmented Reality for Understanding Schizophrenia

Participants: Claudia Krogmeier, Emma Tison, Justin Dillmann, Arnaud Prouzeau, Martin Hachet.

External collaborators: Antoinette Prouteau [Univ. Bordeaux].

Show image description

A particpant completes a desktop task while experiencing symptoms of schizophrenia in AR

Schizophrenia is a serious mental health disorder which may include symptoms such as hallucinations, delusions, and disorganized behavior. In addition to experiencing a diverse symptomatology, individuals with schizophrenia suffer from significant stigmatization which can interfere with effective treatment of the disorder among other issues 7. As a primary source of stigmatization comes from healthcare professionals, we were motivated to explore new ways in which to educate healthcare students about the symptoms of schizophrenia. Despite its potential to immerse users in new experiences within a real environment, little research concerning the use of augmented reality (AR) to simulate schizophrenia exists. Part of the project Live-It, we designed a tool using recommendations from prior work as well as inspiration from lived experiences to educate mental health students about schizophrenia (see Figure 4). The simulation uses the video passthrough capabilities of the Meta Quest 3 headset to simulate delusions, auditory hallucinations and additional symptomatology. Using thematic analysis, we evaluated our simulation with nineteen students and eighteen experts in healthcare to understand its ability to engage users and reliably represent symptoms of the disorder, as well as to determine how best to improve upon the design before the tool is widely deployed in mental health curricula. Our findings suggest that participants better understood symptoms of schizophrenia after experiencing the simulation, highlighting the potential of Live-It to be used as an educational tool. We present our design, provide a detailed analysis of our findings, and underline next steps in the development of our tool 1531.

8.3 Preparing Users to Embody their Avatars in VR

Participants: Martin Hachet.

External collaborators: Adélaïde Genay [University of Melbourne], Erika Kimura [Nara Institute of Science and Technology], Anatole Lécuyer [Inria - SEAMLESS],, Yutaro Hirao [Nara Institute of Science and Technology], Monica Perusquia-Hernandez [Nara Institute of Science and Technology], Hideaki Uchiyama [Nara Institute of Science and Technology],, Kiyoshi Kiyokawa [Nara Institute of Science and Technology].

Establishing a strong connection between users and their avatars in virtual reality poses an enduring challenge. Despite technical advancements, some users resist their avatars, while others seamlessly accept them as replacements for their bodies. We investigate the feasibility of pre-conditioning users to embrace their avatars prior to immersion. To do so, we propose a user preparation protocol involving three stages: first, users receive information about their avatar's identity, capabilities, and appearance. Next, they engage in a mental imagery exercise, envisioning themselves as their avatar. Finally, they physically impersonate their avatar's character through an acting exercise. Testing this protocol involved a study with 48 participants embodying an avatar representing the Hulk, with and without preparation. We could not find significant effects of the user preparation on the sense of embodiment, Proteus effects, or affective bond. This prompts further discussion on how users can be primed to accept their avatars as their own bodies, an idea introduced for the first time in this work. More details in the related paper 13.

8.4 Tangible interfaces for Railroad Traffic Monitoring

Participants: Maudeline Marlier, Maylis Lageste, Martin Hachet, Arnaud Prouzeau.

External collaborators: Olivier Gladin [Inria - SED Saclay],, Nicolas Renoir [SNCF].

Show image description

Two photos. On the left, a close-up photo of the prototype with the game projected and two tangible objects on the table. A hand is grabbing one of the objects. On the right, two people are conducting the experiment. They are face-to-face, each behind their own table, with a black element separating them so they cannot see each other. Above each table, a projector is fixed and projects a game. Both people seem to be playing the game.

Maudeline Marlier started her PhD in March 2022 at Potioc on a Cifre contract with the SNCF on the use of tangible interaction in railroad traffic monitoring control rooms. These control rooms are considered as high-stakes mixed-focus collaborative environments. Maintaining awareness of others' actions, in this type of environment, is crucial for effective teamwork. This is particularly true in case of crisis, where operators with different expertise need to collaborate to make critical decisions. In a first project, already started in 2023, We investigate the use of actuated tangible tokens on a tabletop to visualise and collaboratively explore different solutions to resolve incidents in railway control centres. We published these results at the ACM TEI 2024 conference 17.

In a second project, we focused on remote collaborative situations. For instance when 2 operators collaborate from two different control rooms, replicating the physical presence and visibility of co-workers' actions on a shared workspace becomes significantly more challenging. In this work, we explore the use of actuated tangible objects to enhance group awareness in synchronous remote collaboration, as they have the potential to better replicate the physical presence cues inherent in colocated settings. We conducted two user studies: the first assessed the detectability of actuated tangible objects compared to visual-only feedback during a cognitively demanding task, showing that tangibles were significantly more noticeable. The second study focused on collaborative problem-solving, testing if tangible feedback allowed users to perceive their partner’s actions and location without requiring focused attention. Qualitative findings suggest that tangibles can offer a more embodied and effective approach to maintaining awareness in remote collaborative environments. This work has been subimitted to the CHI 2025 conference.

8.5 Zoomable Empathetic Visualizations

Participants: Edwige Chauvergne, Martin Hachet, Arnaud Prouzeau, Pierre Dragicevic.

Show image description

The figure is composed of six screenshots of the femicide use case. Figure 1.a depicts a bar chart titled "Age of the victims of femicides in France in 2022". On the left of the bar chart, there are three buttons to sort the data by age, cause or date. The bar chart is divided into eight categories (0-20, 20-30, 30-40, 40-50, 50-60, 60-70, 70-90, unknown). There is no ordinate. Here is the order of categories from the highest bar to the lowest: 30-40 > 20-30 > 40-50 > 50-60 > 70-90 > 60-70 > 0-20 > unknown. Figure 1.b: It is the same bar chart but the bars are made of individual avatars. Here are the number of avatars per bar: 0-20=4; 20-30=21; 30-40=28; 40-50=20; 50-60=15; 60-70=11; 70-90=13; unknown=1. Figure 1.c: It is a screenshot of the bar chart getting bigger and tipping over to the horizontal position. Figure 1.d: It is a screenshot from the user's view walking among the avatar. Avatars are the same size as the user. The closest avatar has a floating sphere in front of it and a floating panel on its right. Figure 1.e: It is a closest view of an avatar. On the floating sphere, we can see a picture of the Google Street View and the panel has a photo of the victim and the following information on it:"Inès PHILIPPE; Age: 54; Date: 14/08/2022; Cause: Stabbed; Location: Lamentin". Figure 1.f: It is a screenshot of a 360° google street view (the location of the femicide). It is a suburban area with middle-class houses.

Data visualization is a powerful tool for conveying statistical information, but when representing populations, it tends to hide individuals. In this work, we introduce zoomable empathetic visualizations (ZEVs), interactive experiences allowing users to smoothly navigate between abstract statistical visualizations and more qualitative, relatable representations focused on individuals. We present three use cases of ZEVs: visualizations of femicide victims, bicycle accidents, and conditions in farmed animal facilities. We then report on a qualitative user study that highlights opportunities for deeper understanding and emotional engagement, while pointing to areas for improvement and further refinement. The study also identifies general challenges, such as determining what is appropriate to show. In summary, ZEVs point toward new approaches for revealing the individuals behind the data. See 22

8.6 Immersive and Collaborative Practical Activities for Education

Participants: Juliette Le Meudec, Arnaud Prouzeau.

External collaborators: Anastasia Bezerianos [EPI ILDA - Inria Saclay].

Collaboration is widely recognized as a powerful way to foster student learning by boosting critical thinking, motivation, and understanding. However, effective teamwork requires conditions such as clear communication, shared resources, and socio-emotional cues—factors that can be difficult to replicate in Virtual Reality (VR). Nonetheless, VR offers unique advantages by allowing flexible workspaces and the possibility to combine face-to-face-style communication with customizable interaction modes. In this work, we explore the use of VR for practical activities and focused particularly on Collaborative Problem-Solving (CPS) tasks. In a first study, using a CPS we designed 16, we examined the effects of three VR workspace configurations on dyadic collaboration: (1) hearing and seeing a partner while sharing educational objects, (2) hearing and seeing a partner with no sharing, and (3) hearing only with no sharing. We are currently analysing the results and prepare a paper to be submitted at the conference ISMAR.

8.7 Augmented-Reality Waste Accumulation Visualizations (2024 update)

Participants: Ambre Assor, Pierre Dragicevic, Arnaud Prouzeau, Martin Hachet.

Show image description

Virtual objects displayed in the real world.

The negative impact humans have on the environment is partly caused by thoughtless consumption leading to unnecessary waste. A likely contributing factor is the relative invisibility of waste: waste produced by individuals is either out of their sight or quickly taken away. Nevertheless, waste disposal systems sometimes break down, creating natural information displays of waste production that can have educational value. We take inspiration from such natural displays and introduce a class of situated visualizations we call Augmented-Reality Waste Accumulation Visualizations or ARwavs, which are literal representations of waste data embedded in users' familiar environment. We implemented examples of ARwavs (see Figure 7) and demonstrated them in feedback sessions with experts in pro-environmental behavior, and during a large tech exhibition event. We discuss general design principles and trade-offs for ARwavs. Finally, we conducted a study suggesting that ARwavs yield stronger emotional responses than non-immersive waste accumulation visualizations and plain numbers. This work was published in the ACM Journal on Computing and Sustainable Societies 5 and demonstrated during multiple events.

8.8 Designing Animated Transitions between Abstract and Concrete Immersive Visualizations

Participants: Ambre Assor, Martin Hachet, Arnaud Prouzeau, Pierre Dragicevic.

External collaborators: Michael McGuffin [ETS Montréal].

Show image description

Animated transition between an abstract and a concrete visualization.

While data visualizations are typically abstract, there is a growing body of work around concrete visualizations, which use familiar objects to convey data (e.g., see sec:arwavs). Concrete visualizations can complement abstract ones, especially in immersive analytics, but it is unclear how to design smoothly animated transitions between these two kinds of representations. In collaboration with ETS Montréal, we investigated a design space of abstract and concrete visualizations, where animated transitions are pathways through the design space. We considered different ways to design animated transitions by staging and ordering the transformations along these axes. In a preregistered experiment conducted in virtual reality with 16 participants, we compared four types of animated transitions and found quantitative and qualitative evidence of the superiority of a specific staging approach over the simultaneous application of all transformations. This work has been published as a pre-print 24 and is currently under review at the ACM ToCHI journal.

8.9 The Effect of Augmented Reality on Involuntary Autobiographical Memory

Participants: Léana Petiot, Pierre Dragicevic.

External collaborators: Hélène Sauzéon [Inria Flowers].

Show image description

Experiment stimuli

We know little about the impact of augmented reality (AR) on human cognition, particularly regarding involuntary autobiographical memory (IAM). IAMs are spontaneous recollections of personal events, ubiquitous in daily life but under-researched in both psychology and human-computer interaction. We examined the potential opportunities and risks of replacing conventional displays with AR to increase the likelihood of IAMs. We then conducted a study investigating whether stimuli displayed on the same mobile device using video-see-through AR are more likely to resurface than those shown with a simple 3D viewer. We found that AR elicits approximately twice as many IAMs in controlled settings with immediate re-exposure to contextual cues, but no measurable effect was found in everyday settings with delayed re-exposure. Therefore, AR can enhance IAMs, but its effects may be modest and short-lived in most cases. Nevertheless, future studies could reveal stronger effects of AR in other settings. This work has just been accepted to the ACM CHI conference and will be presented on April 2025. Supplementary material is available at OSF.

8.10 Exploring an Interactive Mini-World as a Proxy to Communicate Three Planetary Boundaries

Participants: Aymeric Ferron, Martin Hachet, Yvonne Jansen.

Show image description

Exploranation to illustrate the equilibrium of carbon emissions through water levels

It can be difficult to extrapolate how decisions made in our daily lives impact the environment in the long term. While rich data and many calculator tools are freely available, comparing how different choices add up over time remains a complex and tedious task. In this work, we focused on the specific case of dietary habits and explore how long-term consequences of different dietary choices may be communicated using a mini-world as a proxy, where decisions of one person affect the entire mini-world. We focused on three planetary boundaries: climate change, global freshwater use and land system change. We gathered insights on strengths and shortcomings of our prototype from interviews conducted with three experts who tested it. The results suggest that the mini-world has potential for facilitating the comparison of environmental consequences linked to dietary habits. At the same time, numerous improvements have also been proposed. This work was accepted and presented at the AFIHM IHM conference in April 2024 12, accompanied by a demonstration during the demo night. presented on April 2025. An interactive prototype can be explored on this website.

8.11 Communicatig complex data and topics to wide audiences.

Participants: Benjamin Bach.

External collaborators: Jinrui Wang [University of Edinburgh], Xinhuan Shu [Newcastle University], Uta Hinrichs [University of Edinburgh].

Show image description

Examples of page types found across the atlas: dashboards, articles, automatically generated reports, etc.

This project defines, analyzes, and discusses the emerging genre of visualization atlases 21. In this project, we witness an increase in web-based, data-driven initiatives that call themselves “atlases” while explaining complex, contemporary issues through data and visualizations: climate change, sustainability, AI, or cultural discoveries. To understand how this emerging genre—alongside dashboards, data comics, or interactive visualization interfaces—can help make complex data sets understandable to wide audiences, we conducted a systematic analysis of 33 visualization atlases and semi-structured interviews with eight visualization atlas creators. Based on those results, we contribute (1) a definition of a visualization atlas as a compendium of (web) pages aimed at explaining and supporting exploration of data about a dedicated topic through data, visualizations and narration. (2) a set of design patterns of 8 design dimensions, (3) insights into the atlas creation from interviews and (4) the definition of 5 visualization atlas genres. We found that visualization atlases are unique in the way they combine i) exploratory visualization, ii) narrative elements from data-driven storytelling and iii) structured navigation mechanisms. They target a wide range of audiences with different levels of domain knowledge, acting as tools for study, communication, and discovery. We conclude with a discussion of current design practices and emerging questions around the ethics and potential real-world impact of visualization atlases, aimed to inform the design and study of visualization atlases.

8.12 Fostering visualization literacy through interactive and automatic approaches

Participants: Benjamin Bach.

External collaborators: Xinhuan Shu [Newcastle University], Alexis Pister [University of Edinburgh], Junxiu Yang [Zhejiang University], Fanny Chevalier [University of Toronto].

Show image description

Figure exlpaining the general workflow of our pattern explainer tool: 1) Looking at the visualization, a user spots a visual pattern of interest, e.g. a “bug”-looking pattern in the matrix. To inquire about whether this pattern is meaningful, the user 2) selects the area. 3) Pattern Explainer then automatically mines the selection, against a dictionary of network motifs, and 4) provides the user with explanations of what underlying network patterns the visual pattern reveals.

While atlase are good in presenting and explaining data, there remains huge challenges in helping people to understand the visualizations themselves and follow the main insights. In one example, this project designs and investigates an interactive technique to explain visual patterns in network visualizations to analysts who do not understand these visualizations and who are learning to read them 20. Learning a visualization requires mastering its visual grammar and decoding information presented through visual marks, graphical encodings, and spatial configurations. To help people learn network visualization designs and extract meaningful information, we introduce the concept of interactive pattern explanation that allows viewers to select an arbitrary area in a visualization, then automatically mines the underlying data patterns, and explains both visual and data patterns present in the viewer’s selection. In a qualitative and a quantitative user study with a total of 32 participants, we compare interactive pattern explanations to textual-only and visual-only (cheatsheets) explanations. Our results show that interactive explanations increase learning of i) unfamiliar visualizations, ii) patterns in network science, and iii) the respective network terminology. These early findings inform reserch questions and simlar interactive techniques for data types other than networks.

8.13 Collaborative storytelling and understanding of complex topics

Participants: Benjamin Bach.

External collaborators: Tobias Kauer [University of Edinburgh], Derya Akbaba [Linköping University], Marian Dörk [Potsdam University of Applied Sciences].

Show image description

Figure showing the user interface of our tool: it shows a map visualization with annotations left by users. Each annotation is represented as a red semi-transparent box overlayed on the map. The position of these boxes frames the information relevant for the comment / the information the comment refers to.

Eventually, we are looking for means to involve and entice an audience to discuss and share insights about data—through the visualization. For example, we present discursive patinas, a technique to visualize discussions onto data visualizations, inspired by how people leave traces in the physical world 14. While data visualizations are widely discussed in online communities and social media, comments tend to be displayed separately from the visualization and we lack ways to relate these discussions back to the content of the visualization, e.g., to situate comments, explain visual patterns, or question assumptions. In our visualization annotation interface, users can designate areas within the visualization. Discursive patinas are made of overlaid visual marks (anchors), attached to textual comments with category labels, likes, and replies. By coloring and styling the anchors, a meta visualization emerges, showing what and where people comment and annotate the visualization. These patinas show regions of heavy discussions, recent commenting activity, and the distribution of questions, suggestions, or personal stories. We ran workshops with 90 students, domain experts, and visualization researchers to study how people use anchors to discuss visualizations and how patinas influence people’s understanding of the discussion. Our results show that discursive patinas improve the ability to navigate discussions and guide people to comments that help understand, contextualize, or scrutinize the visualization. We discuss the potential of anchors and patinas to support discursive engagements, including critical readings of visualizations, design feedback, and feminist approaches to data visualization.

8.14 Exploring Public Engagement with Scientific Information through Serious Game Design Workshops

Participants: Emilie Clément, Yvonne Jansen, Benjamin Bach.

External collaborators: Raphaëlle Bats [URFIST - Univ. Bordeaux], Mathilde Garnier [URFIST - Univ. Bordeaux].

Show image description

A person draws on a whiteboard

In the context of the Ecodoc project, we explored the use of Serious Game Design Workshops as a tool for engaging citizens in the dissemination of scientific knowledge to the public. Using research data on forest ecosystems and their dynamics, we ran four workshops which sought to bridge the gap between complex environmental information and public understanding. During these workshops, a total of 88 participants – all non-experts concerning forest ecosystems – created storyboards for 20 diverse game concepts which to varying degrees integrated scientific content into different types of gameplay. A preliminary analysis of the produced game concepts suggest that our workshops were able to foster creativity, enhance environmental education, and promote public engagement with scientific knowledge. However, challenges such as variability in participants' prior knowledge and workshop materials affected outcomes. We published a poster publication at TEI’25 28, in which we discuss future refinements and suggest methods to improve the educational and communicative potential of serious games workshops for scientific dissemination.

8.15 Animated Hypothetical Trips to Communicate Space-Based Temporal Uncertainty on Digital Maps

Participants: Morgane Koval, Yvonne Jansen.

External collaborators: Fanny Chévalier [University of Toronto].

Show image description

Overlaid uncertainty visualization on a map

In this work, we explored a novel approach to communicating plausible space-based temporal variability of travel durations. Digital maps most often only convey single numerical values as the estimated duration for a path and this piece of information does not account for the multiple scenarios hidden behind this point estimate, nor for the temporal uncertainty along the route (e.g., the likelihood of being slowed down at an intersection). We explored conveying this uncertainty by animating hypothetical trips onto maps in the form of moving dots along one or more paths. We conducted a study with 16 participants and observed that they were able to correctly extract and infer simple information from our uncertainty visualizations but that identifying moving dots’ changes in speed is a more complex task. We discuss design challenges and implications for future visualizations of space-based temporal uncertainty. This work was published in the journal TVCG 8 and presented at the PacificVIS conference in April 2024, where it received an honorable mention award. An interactive prototype can be explored on this website.

9.1 Bilateral contracts with industry

SNCF - Cifre:

Participants: Maudeline Marlier, Arnaud Prouzeau, Martin Hachet.

• Duration: 2022-2025
• Local coordinator: Arnaud Prouzeau et Martin Hachet
• This collaboration with SNCF is around the PhD thesis (Cifre) of Maudeline Marlier. The objective is to rethink railway control rooms with interactive tabletop projections.

10.1 National initiatives

10.2 Regional initiatives

11.1 Promoting scientific activities

11.2 Teaching - Supervision - Juries

11.3 Popularization

12.1 Major publications

• 1 articleA.Ambre Assor, A.Arnaud Prouzeau, P.Pierre Dragicevic and M.Martin Hachet. Augmented-Reality Waste Accumulation Visualizations.ACM Journal on Computing and Sustainable Societies211January 2024, 1-29HALDOI
• 2 articleM.Morgane Koval, Y.Yvonne Jansen and F.Fanny Chevalier. Animating Hypothetical Trips to Communicate Space-Based Temporal Uncertainty on Digital Maps.IEEE Transactions on Visualization and Computer GraphicsApril 2024, 1-11In press. HALDOI
• 3 inproceedingsC.Claudia Krogmeier, E.Emma Tison, J.Justin Dillmann, A.Arnaud Prouzeau, A.Antoinette Prouteau and M.Martin Hachet. Leveraging Augmented Reality for Understanding Schizophrenia -Design and Evaluation of a Dedicated Educational Tool.ISMAR 2024 - IEEE International Symposium on Mixed and Augmented RealitySeattle, United StatesOctober 2024HAL
• 4 inproceedingsM.Maudeline Marlier, N.Nicolas Renoir, M.Martin Hachet and A.Arnaud Prouzeau. Exploring Interactions with Tangible and Actuated Tokens on a Shared Tabletop for Railway Traffic Management Control Centres.TEI 2025 - 19th International Conference on Tangible, Embedded, and Embodied InteractionTalence, France2025HALDOI

12.2 Publications of the year