Similarities between Groups A and B

The following subsections raises issues that were of particular aids to learning valued by both groups

Figure 10.1 Tag cloud for interactive ElleVis

developments of ElleVis ‘preserve’ components that are valued by participants in enhancing their understanding.

10.4.4.1

The use of ‘traffic lights’ in the summary table

When asked, “Which of the components of the visualisation tool did you find most effective in increasing your understanding about lake management issues at Te Waihora?”, thirty (70%) responded that the “summary table” is the most effective component of the visualisation tool and this represented an even split between Group A and B participants. For example, one participant from Group A noted that,

“The Summary table and the ‘traffic light scheme’ is superb. It made me see things from different stakeholder perspectives. I cannot agree more. The table most certainly enhances my understanding because it gives a more in-depth visual of how the water level affects the interested parties.”

Another participant from Group B noted:

“The summary table was very interesting. I liked the colour coding and the way it impacts the flora and fauna of the lake, which has improved my understanding … it clearly outlines the various species and the impact of the water level”.

One of the key advantages of the visualisation highlighted by the responses from both Groups A and B was the use of colours to display the impact of lake level conditions for animals and plants in and around the lake. Both the interactivity and the screen shots made use of colour. In particular, the participants felt that the way the visualisation interface was presented may offer a means of dialogue, or “common currency” as Orland et al., (2001) have described it, between the conflicting parties of Te Waihora/Lake Ellesmere by helping them to understand the impact associated with different opening regimes on lake values:

“The tool is certainly very useful to know what happens to all interested parties in the affairs of the lake. The Ngai Tahu and other stakeholders will learn to see things differently and will at least see how opening the lake affects others”.

Another participant from Group B said:

“I think it was very insightful, useful and it will enable people to have an informed opinion of how different stakeholder groups are trying to get an understanding on a particular issue. I think when presented in a manner like that will allow various stakeholder groups that would

like to be heard to air their views and this will allow them to see other points of view since it can narrow their focus on their preference”.

10.4.4.2

Improvements to previous ways of presenting information about Te

Waihora/Lake Ellesmere

Comments from both groups of participants indicated that the visualisations were an improvement of the traditional formats such as leaflets and direct mail-outs that participants were accustomed to receiving/seeing when gaining information about Te Waihora/Lake Ellesmere. For example, a participant from Group B noted: “These presentations are an improvement on the leaflets they use to drop in our mailboxes explaining the management options of Te Waihora. These presentations has enhanced my understanding on how the lake operates”.

For some Group B participants, even the screen shots were a ‘new’ way of presenting information about the Lake and thus had a ‘Wow’ factor (refer to Chapter 2, Section 2.6.1.2 for literature regarding the ‘Wow-effect’ of visualisation). These results confirm other studies that have investigated the potential role and value of visualisation techniques in environmental decision-making by (Appleton & Lovett, 2003; Bateman et al., 2009; Brown et al., 2006; Dockerty et al., 2006).

10.5Summary

This chapter presents and discusses the implications of the results in light of the methods used to address the question of whether interactive visualisation provides greater knowledge gains than a non- interactive form of information provision? The context of this question was the impact of different opening regimes of Te Waihora/Lake Ellesmere.

The raw data from Groups A and B – interactive and non-interactive – show that an increase in understanding was evident after the participants were exposed to the visualisations. Paired t-tests performed on the pre-test and post-test results further confirm that a significant increase in personal understanding had occurred in both groups. An independent t-test was performed on the comparative changes in understanding that occurred. The results show that Group A – which used an interactive visualisation tool (ElleVis) to learn about the features of Te Waihora/Lake Ellesmere, its behaviour and that of plants and animals in and around it – demonstrated a greater knowledge gain than Group B, which learned on the basis of non-interactive screen shots.

In a post-study discussion, participants provided valuable feedback on the effectiveness of the different forms of information provision in increasing their understanding of the impact of opening regimes on lake values and visualising lake behaviour. A number of key themes were also identified

Results demonstrated that through interactivity, Group A participants appear to have more control over information, and this increased their ability to manipulate and use information in performing various tasks. Taking control led to increased understanding. Interactivity allowed participants to explore, using the spatial image to comprehend the possible consequences of the impact of different opening regimes on surrounding lands. This was not possible to the same extent for those using the non-interactive visualisation. Participants who used the interactive visualisation became increasingly engaged and excited and they proposed other situations for using the tool. The results strongly suggest that the improvement in personal and shared understanding presented in the initial study was indeed related to the interactive nature of ElleVis.

In the following, concluding, chapter, Chapter 11, the main findings are reviewed, the limitations of the study are discussed and suggestions for future research – which build on the discussion in the present chapter – are presented.

Chapter 11