Generative Artificial Intelligence (GenAI) coding tools are transforming visualization education. They can assist with implementation and design, but they can also let students bypass intended learning trajectories. In this paper, we share our retrospective experience managing and teaching AI use in an upper-level visualization course. We implemented prompt injections, asked oral checkout questions, and taught two AI coding labs. Prior to our coding labs, at least half of the students had already used AI tools in their assignments. In both AI coding labs, refinement accounted for about half of students' prompting logs, and explanation was almost absent. In the lab where AI coding was optional, 44 of 78 (56.4%) submissions preferred the scaffolded instructions over designing their own prompts. Students' final projects were more polished than in our previous offering, but also more visually homogeneous. Our reflections point to the need for clearer AI use boundaries and instruction on prompting, and for teaching students to question generic AI designs and adapt them to their data and story.
Affect-adaptive systems increasingly act as communicators that sense a user's emotion and respond with events meant to change it, closing an affective loop. This vision assumes both that a machine's affective messages are received and that the bodily channel it monitors carries a…
Generative AI is reshaping programming education, yet educators often infer students' AI-supported learning from classroom observations alone. This experience report presents a trio-ethnography involving two computing educators with different teaching philosophies and one undergr…
Cities are rarely flat, yet urban network analysis usually represents streets as planar graphs. This simplification affects modeled impedance, route choice, and the interpretation of accessibility, particularly where alternative paths differ in grade. This paper introduces Gridnb…
We present Loom, a spatial transcriptomics (ST) visual computing system to support the analysis of pseudo-temporal trajectories, comparative investigation across samples and regions of interest, and the examination of spatially structured processes within local microenvironments.…
Foreign language anxiety (FLA) can be a major barrier to second language acquisition (SLA), especially in conversational contexts. With the proliferation of large language models (LLMs) throughout all areas of life, recent work suggests that interacting with LLM agents can be ins…
Explainable AI (XAI) in creative practice can be less about technocentric explanation and more about enabling artists to inspect modify and debug models as part of making Yet largescale texttoimage diffusion systems are typically presented as opaque endtoend tools limiting this k…