2025
Ramos-Romero, Francisco; Trilles-Oliver, Sergio
IMPROVING CREATIVITY AND DIGITAL COMPETENCE THROUGH 3D DESIGN WITH BRICKLINK STUDIO Proceedings Article
In: ICERI25 Proceedings, pp. 8455-8458, IATED, 2025, ISSN: 978-84-09-78706-7, (2025-15).
Abstract | Links | BibTeX | Tags: data visualization, storytelling
@inproceedings{Ramos2025c,
title = {IMPROVING CREATIVITY AND DIGITAL COMPETENCE THROUGH 3D DESIGN WITH BRICKLINK STUDIO},
author = {Francisco Ramos-Romero and Sergio Trilles-Oliver},
doi = {https://doi.org/10.21125/iceri.2025.2393},
issn = {978-84-09-78706-7},
year = {2025},
date = {2025-11-01},
urldate = {2025-11-01},
booktitle = {ICERI25 Proceedings},
pages = {8455-8458},
publisher = {IATED},
abstract = {This paper presents a pedagogical experience designed for students of the Bachelor's Degree in Industrial Design Engineering and Product Development, aimed at enhancing both digital competence and creative thinking through the use of LEGO Studio, a virtual tool for 3D modeling and animation of LEGO constructions.
The primary objective of the course was to foster the students’ ability to conceptualize, model, and communicate three-dimensional ideas in a digital environment. The learning process was centered on an active and playful methodology, using LEGO bricks as a design language that is simultaneously accessible, familiar, and flexible. The course challenged students to develop their own models using three approaches: building entirely new creations from scratch, digitally reconstructing existing LEGO sets to understand their internal logic and structure, and finally, modifying those pre-built models to adapt them to new functional or aesthetic goals.
This combination of creative freedom and structured replication proved to be particularly effective. By first analyzing existing models, students learned key design strategies related to balance, proportion, modularity, and mechanical articulation. Then, through modification and original creation, they applied those strategies in new contexts—experimenting with visual storytelling, product aesthetics, and spatial composition. These processes are closely aligned with real-world tasks in industrial design, such as reengineering, redesign, and prototyping.
The students produced a diverse range of digital models, including architectural compositions, abstract objects, and character-based scenes. Notably, many of the projects were inspired by well-known cultural universes such as Star Wars, Minecraft, and The Lord of the Rings. Students recreated iconic ships, environments, and characters from these franchises, and then reinterpreted or modified them according to their own creative vision and design goals. These themed models not only enhanced engagement but also allowed students to explore storytelling, fan-based design culture, and the visual translation of fictional concepts into 3D forms.
These outputs served not only as evidence of their digital skills, but also as a portfolio of applied creativity. The project-based assessment allowed students to reflect critically on their decisions, document their workflows, and justify modifications from a design perspective.
Throughout the course, students demonstrated a notable improvement in their technological fluency—especially in using 3D environments, managing parts and assemblies, applying materials and lighting, and producing high-quality visualizations. At the same time, they strengthened key transversal skills such as planning, spatial reasoning, and visual communication. The learning environment also encouraged autonomy, curiosity, and play, which contributed to increased engagement and motivation.
In conclusion, this experience confirms the value of integrating accessible, game-based platforms like LEGO Studio into design education. It promotes a type of digital literacy that is both applied and creative, and it allows future professionals in industrial design to explore the intersections between virtual prototyping, expressive modeling, and user-centered innovation. By bridging technical competence and imaginative exploration, this approach prepares students to face complex design challenges with confidence and flexibility.},
note = {2025-15},
keywords = {data visualization, storytelling},
pubstate = {published},
tppubtype = {inproceedings}
}
This paper presents a pedagogical experience designed for students of the Bachelor's Degree in Industrial Design Engineering and Product Development, aimed at enhancing both digital competence and creative thinking through the use of LEGO Studio, a virtual tool for 3D modeling and animation of LEGO constructions.
The primary objective of the course was to foster the students’ ability to conceptualize, model, and communicate three-dimensional ideas in a digital environment. The learning process was centered on an active and playful methodology, using LEGO bricks as a design language that is simultaneously accessible, familiar, and flexible. The course challenged students to develop their own models using three approaches: building entirely new creations from scratch, digitally reconstructing existing LEGO sets to understand their internal logic and structure, and finally, modifying those pre-built models to adapt them to new functional or aesthetic goals.
This combination of creative freedom and structured replication proved to be particularly effective. By first analyzing existing models, students learned key design strategies related to balance, proportion, modularity, and mechanical articulation. Then, through modification and original creation, they applied those strategies in new contexts—experimenting with visual storytelling, product aesthetics, and spatial composition. These processes are closely aligned with real-world tasks in industrial design, such as reengineering, redesign, and prototyping.
The students produced a diverse range of digital models, including architectural compositions, abstract objects, and character-based scenes. Notably, many of the projects were inspired by well-known cultural universes such as Star Wars, Minecraft, and The Lord of the Rings. Students recreated iconic ships, environments, and characters from these franchises, and then reinterpreted or modified them according to their own creative vision and design goals. These themed models not only enhanced engagement but also allowed students to explore storytelling, fan-based design culture, and the visual translation of fictional concepts into 3D forms.
These outputs served not only as evidence of their digital skills, but also as a portfolio of applied creativity. The project-based assessment allowed students to reflect critically on their decisions, document their workflows, and justify modifications from a design perspective.
Throughout the course, students demonstrated a notable improvement in their technological fluency—especially in using 3D environments, managing parts and assemblies, applying materials and lighting, and producing high-quality visualizations. At the same time, they strengthened key transversal skills such as planning, spatial reasoning, and visual communication. The learning environment also encouraged autonomy, curiosity, and play, which contributed to increased engagement and motivation.
In conclusion, this experience confirms the value of integrating accessible, game-based platforms like LEGO Studio into design education. It promotes a type of digital literacy that is both applied and creative, and it allows future professionals in industrial design to explore the intersections between virtual prototyping, expressive modeling, and user-centered innovation. By bridging technical competence and imaginative exploration, this approach prepares students to face complex design challenges with confidence and flexibility.
The primary objective of the course was to foster the students’ ability to conceptualize, model, and communicate three-dimensional ideas in a digital environment. The learning process was centered on an active and playful methodology, using LEGO bricks as a design language that is simultaneously accessible, familiar, and flexible. The course challenged students to develop their own models using three approaches: building entirely new creations from scratch, digitally reconstructing existing LEGO sets to understand their internal logic and structure, and finally, modifying those pre-built models to adapt them to new functional or aesthetic goals.
This combination of creative freedom and structured replication proved to be particularly effective. By first analyzing existing models, students learned key design strategies related to balance, proportion, modularity, and mechanical articulation. Then, through modification and original creation, they applied those strategies in new contexts—experimenting with visual storytelling, product aesthetics, and spatial composition. These processes are closely aligned with real-world tasks in industrial design, such as reengineering, redesign, and prototyping.
The students produced a diverse range of digital models, including architectural compositions, abstract objects, and character-based scenes. Notably, many of the projects were inspired by well-known cultural universes such as Star Wars, Minecraft, and The Lord of the Rings. Students recreated iconic ships, environments, and characters from these franchises, and then reinterpreted or modified them according to their own creative vision and design goals. These themed models not only enhanced engagement but also allowed students to explore storytelling, fan-based design culture, and the visual translation of fictional concepts into 3D forms.
These outputs served not only as evidence of their digital skills, but also as a portfolio of applied creativity. The project-based assessment allowed students to reflect critically on their decisions, document their workflows, and justify modifications from a design perspective.
Throughout the course, students demonstrated a notable improvement in their technological fluency—especially in using 3D environments, managing parts and assemblies, applying materials and lighting, and producing high-quality visualizations. At the same time, they strengthened key transversal skills such as planning, spatial reasoning, and visual communication. The learning environment also encouraged autonomy, curiosity, and play, which contributed to increased engagement and motivation.
In conclusion, this experience confirms the value of integrating accessible, game-based platforms like LEGO Studio into design education. It promotes a type of digital literacy that is both applied and creative, and it allows future professionals in industrial design to explore the intersections between virtual prototyping, expressive modeling, and user-centered innovation. By bridging technical competence and imaginative exploration, this approach prepares students to face complex design challenges with confidence and flexibility.
Ramos-Romero, Francisco; Trilles-Oliver, Sergio
DATA VISUALIZATION WITH LEGO: A HANDS-ON APPROACH Proceedings Article
In: EDULEARN25 Proceedings, pp. 9628-9631, IATED, 2025, ISBN: 978-84-09-74218-9, (2025-07).
Abstract | Links | BibTeX | Tags: data visualization, storytelling
@inproceedings{Ramos2025a,
title = {DATA VISUALIZATION WITH LEGO: A HANDS-ON APPROACH},
author = {Francisco Ramos-Romero and Sergio Trilles-Oliver},
doi = {https://doi.org/10.21125/edulearn.2025.2493},
isbn = {978-84-09-74218-9},
year = {2025},
date = {2025-07-01},
urldate = {2025-07-01},
booktitle = {EDULEARN25 Proceedings},
pages = {9628-9631},
publisher = {IATED},
abstract = {Complex datasets must be communicated clearly, and data visualization helps achieve this. Bar charts and line graphs are effective but often fail to illustrate deeper relationships, such as the “why” and “how.” This paper explores the use of LEGO bricks to enhance students data visualization skills. By constructing three-dimensional models, students develop a deeper understanding of complex structures and relationships in data while applying creativity. LEGO’s modularity enables students to build, modify, and explore patterns dynamically, fostering a hands-on learning experience.
Each LEGO brick can represent different data points, categories, or variables, with colors, sizes, and arrangements conveying specific metrics. This approach helps students grasp how data interrelates and how visualizations represent complex patterns. Traditional visualizations often oversimplify relationships, whereas LEGO-based models allow for interactive exploration.
For example, consider a dataset displaying monthly sales performance across regions. Typically, students would create bar charts or line graphs, which condense data effectively but fail to reveal underlying connections. Instead, using LEGO bricks, students assign colors to regions and stack bricks to indicate sales volume per month. Tall red bricks could signify high sales, while shorter green bricks represent lower sales. As they adjust the model, students observe how sales evolve over time and across regions, making the data more tangible and engaging than static charts.
LEGO-based visualizations provide a dynamic method for modeling data. Students can add or remove bricks to reflect changes in sales, testing different scenarios. This interactivity helps learners explore how datasets shift and how different factors influence outcomes. Unlike static charts, which can be abstract, LEGO models enable students to physically manipulate data, reinforcing comprehension.
Additionally, LEGO's three-dimensional nature enhances students’ understanding of relationships within datasets. By arranging bricks spatially, they can highlight trends, value comparisons, and anomalies that might be harder to identify in two-dimensional graphs. Stacking bricks over time reveals trends, while spatial positioning shows regional correlations. This encourages deeper analytical thinking and effective communication of complex ideas.
Indeed, because LEGOs are accessible, students from different contexts are able to collaborate and participate in discussions. Collaboration among students assists them in improving their visualizations and analyzing the data from different angles.
Furthermore, LEGO-based exercises allow students to simulate different scenarios. For instance, to analyze the impact of a marketing campaign, students can modify the LEGO model to reflect sales growth, visually testing hypotheses in real-time. This hands-on experimentation reinforces understanding of data dynamics and relationships.
Thus, with the use of LEGO bricks in teaching data visualization, learners participate in the improvement of the interpretation of data sets. Building and changing LEGO models strengthens the learners’ visualization skills and fosters creativity, collaboration, and critical thinking. Students are prepared to deal with real-life data analysis challenges. It makes the learning process in the classroom more engaging and purposeful in terms of students learning about data visualization.},
note = {2025-07},
keywords = {data visualization, storytelling},
pubstate = {published},
tppubtype = {inproceedings}
}
Complex datasets must be communicated clearly, and data visualization helps achieve this. Bar charts and line graphs are effective but often fail to illustrate deeper relationships, such as the “why” and “how.” This paper explores the use of LEGO bricks to enhance students data visualization skills. By constructing three-dimensional models, students develop a deeper understanding of complex structures and relationships in data while applying creativity. LEGO’s modularity enables students to build, modify, and explore patterns dynamically, fostering a hands-on learning experience.
Each LEGO brick can represent different data points, categories, or variables, with colors, sizes, and arrangements conveying specific metrics. This approach helps students grasp how data interrelates and how visualizations represent complex patterns. Traditional visualizations often oversimplify relationships, whereas LEGO-based models allow for interactive exploration.
For example, consider a dataset displaying monthly sales performance across regions. Typically, students would create bar charts or line graphs, which condense data effectively but fail to reveal underlying connections. Instead, using LEGO bricks, students assign colors to regions and stack bricks to indicate sales volume per month. Tall red bricks could signify high sales, while shorter green bricks represent lower sales. As they adjust the model, students observe how sales evolve over time and across regions, making the data more tangible and engaging than static charts.
LEGO-based visualizations provide a dynamic method for modeling data. Students can add or remove bricks to reflect changes in sales, testing different scenarios. This interactivity helps learners explore how datasets shift and how different factors influence outcomes. Unlike static charts, which can be abstract, LEGO models enable students to physically manipulate data, reinforcing comprehension.
Additionally, LEGO's three-dimensional nature enhances students’ understanding of relationships within datasets. By arranging bricks spatially, they can highlight trends, value comparisons, and anomalies that might be harder to identify in two-dimensional graphs. Stacking bricks over time reveals trends, while spatial positioning shows regional correlations. This encourages deeper analytical thinking and effective communication of complex ideas.
Indeed, because LEGOs are accessible, students from different contexts are able to collaborate and participate in discussions. Collaboration among students assists them in improving their visualizations and analyzing the data from different angles.
Furthermore, LEGO-based exercises allow students to simulate different scenarios. For instance, to analyze the impact of a marketing campaign, students can modify the LEGO model to reflect sales growth, visually testing hypotheses in real-time. This hands-on experimentation reinforces understanding of data dynamics and relationships.
Thus, with the use of LEGO bricks in teaching data visualization, learners participate in the improvement of the interpretation of data sets. Building and changing LEGO models strengthens the learners’ visualization skills and fosters creativity, collaboration, and critical thinking. Students are prepared to deal with real-life data analysis challenges. It makes the learning process in the classroom more engaging and purposeful in terms of students learning about data visualization.
Each LEGO brick can represent different data points, categories, or variables, with colors, sizes, and arrangements conveying specific metrics. This approach helps students grasp how data interrelates and how visualizations represent complex patterns. Traditional visualizations often oversimplify relationships, whereas LEGO-based models allow for interactive exploration.
For example, consider a dataset displaying monthly sales performance across regions. Typically, students would create bar charts or line graphs, which condense data effectively but fail to reveal underlying connections. Instead, using LEGO bricks, students assign colors to regions and stack bricks to indicate sales volume per month. Tall red bricks could signify high sales, while shorter green bricks represent lower sales. As they adjust the model, students observe how sales evolve over time and across regions, making the data more tangible and engaging than static charts.
LEGO-based visualizations provide a dynamic method for modeling data. Students can add or remove bricks to reflect changes in sales, testing different scenarios. This interactivity helps learners explore how datasets shift and how different factors influence outcomes. Unlike static charts, which can be abstract, LEGO models enable students to physically manipulate data, reinforcing comprehension.
Additionally, LEGO's three-dimensional nature enhances students’ understanding of relationships within datasets. By arranging bricks spatially, they can highlight trends, value comparisons, and anomalies that might be harder to identify in two-dimensional graphs. Stacking bricks over time reveals trends, while spatial positioning shows regional correlations. This encourages deeper analytical thinking and effective communication of complex ideas.
Indeed, because LEGOs are accessible, students from different contexts are able to collaborate and participate in discussions. Collaboration among students assists them in improving their visualizations and analyzing the data from different angles.
Furthermore, LEGO-based exercises allow students to simulate different scenarios. For instance, to analyze the impact of a marketing campaign, students can modify the LEGO model to reflect sales growth, visually testing hypotheses in real-time. This hands-on experimentation reinforces understanding of data dynamics and relationships.
Thus, with the use of LEGO bricks in teaching data visualization, learners participate in the improvement of the interpretation of data sets. Building and changing LEGO models strengthens the learners’ visualization skills and fosters creativity, collaboration, and critical thinking. Students are prepared to deal with real-life data analysis challenges. It makes the learning process in the classroom more engaging and purposeful in terms of students learning about data visualization.
Ramos-Romero, Francisco; Trilles-Oliver, Sergio
ENHANCE STUDENTS DATA VISUALIZATION SKILLS IN THE CLASSROOM WITH LEGO BRICKLINK Proceedings Article
In: EDULEARN25 Proceedings, pp. 9878, IATED, 2025, ISBN: 978-84-09-74218-9, (2025-08).
Abstract | Links | BibTeX | Tags: data visualization, storytelling
@inproceedings{Ramos2025b,
title = {ENHANCE STUDENTS DATA VISUALIZATION SKILLS IN THE CLASSROOM WITH LEGO BRICKLINK},
author = {Francisco Ramos-Romero and Sergio Trilles-Oliver},
doi = {https://doi.org/10.21125/edulearn.2025.2568},
isbn = {978-84-09-74218-9},
year = {2025},
date = {2025-07-01},
urldate = {2025-07-01},
booktitle = {EDULEARN25 Proceedings},
pages = {9878},
publisher = {IATED},
abstract = {In general, effective data visualization is a critical skill at any level, traditional methods such as bar charts and line graphs can sometimes fall short in helping us to understand complex relationships within data. This study explores the use of LEGO bricks, specifically through LEGO BrickLink Studio, as an innovative tool to address this challenge and enhance students data visualization skills.
In this work, we are focused on the improvement of students data visualization skills by using LEGO bricks with LEGO BrickLink Studio. The activity is centered on students visualizing sales performance in various product categories over three years: 2018, 2019, 2020. Students analyze the sales data by creating interactive 3D models on LEGO BrickLink digital platform. For example, students are accustomed to viewing sales data in fully visualized static formats such as bar and line graphs. Though these formats are effective, they tend to hide the more intricate interrelationships between data points. The use of a collaborative digital environment such as LEGO BrickLink helps students to interactively transform the data into a tangible form.
In our experiment, students portray different product categories, which include electronics, clothing, home appliances, and beauty, each for three years. Students create digital models using LEGO BrickLink Studio wherein the dimensions and color of the model represent the sales volume for each category during a particular year. With this, students are able to actively participate and interact with the data as they modify the quantitative proportions visually over time, which is significantly more engaging than working with the 2D graphs.
The LEGO BrickLink shared environment enables the students to work together, exchange models, and test different hypotheses while interpreting data. Collaboration is facilitated through the online platform where students can create complex visualizations, compare their own understanding of the data, and collaborate in creating dynamic visual models. Through collaboration, besides learning how to interpret trends, outliers, and patterns in the dataset, students also develop critical thinking and problem-solving skills through collaborative interaction.
Also, while designing with LEGO BrickLink, learners can experiment with means of portraying and communicating information in creative ways. Because the platform is very flexible, learners can experiment with different modes of representation, such as changing brick size and ordering to represent patterns of sales, predict sales, or graph anomalies by product type. This hands-on method fosters a closer relationship with information and its actual business application, and also with the technical, analytical, and teamwork skills of the students.
Lastly, using LEGO BrickLink Studio in the classroom allows students to improve their data visualization ability, their understanding of complex data sets, and their working ability in a team-based online platform. Using this tool, there is a playfully fun and easy manner through which students are able to interact with data that traditional 2D graphs and charts are not capable of competing with.},
note = {2025-08},
keywords = {data visualization, storytelling},
pubstate = {published},
tppubtype = {inproceedings}
}
In general, effective data visualization is a critical skill at any level, traditional methods such as bar charts and line graphs can sometimes fall short in helping us to understand complex relationships within data. This study explores the use of LEGO bricks, specifically through LEGO BrickLink Studio, as an innovative tool to address this challenge and enhance students data visualization skills.
In this work, we are focused on the improvement of students data visualization skills by using LEGO bricks with LEGO BrickLink Studio. The activity is centered on students visualizing sales performance in various product categories over three years: 2018, 2019, 2020. Students analyze the sales data by creating interactive 3D models on LEGO BrickLink digital platform. For example, students are accustomed to viewing sales data in fully visualized static formats such as bar and line graphs. Though these formats are effective, they tend to hide the more intricate interrelationships between data points. The use of a collaborative digital environment such as LEGO BrickLink helps students to interactively transform the data into a tangible form.
In our experiment, students portray different product categories, which include electronics, clothing, home appliances, and beauty, each for three years. Students create digital models using LEGO BrickLink Studio wherein the dimensions and color of the model represent the sales volume for each category during a particular year. With this, students are able to actively participate and interact with the data as they modify the quantitative proportions visually over time, which is significantly more engaging than working with the 2D graphs.
The LEGO BrickLink shared environment enables the students to work together, exchange models, and test different hypotheses while interpreting data. Collaboration is facilitated through the online platform where students can create complex visualizations, compare their own understanding of the data, and collaborate in creating dynamic visual models. Through collaboration, besides learning how to interpret trends, outliers, and patterns in the dataset, students also develop critical thinking and problem-solving skills through collaborative interaction.
Also, while designing with LEGO BrickLink, learners can experiment with means of portraying and communicating information in creative ways. Because the platform is very flexible, learners can experiment with different modes of representation, such as changing brick size and ordering to represent patterns of sales, predict sales, or graph anomalies by product type. This hands-on method fosters a closer relationship with information and its actual business application, and also with the technical, analytical, and teamwork skills of the students.
Lastly, using LEGO BrickLink Studio in the classroom allows students to improve their data visualization ability, their understanding of complex data sets, and their working ability in a team-based online platform. Using this tool, there is a playfully fun and easy manner through which students are able to interact with data that traditional 2D graphs and charts are not capable of competing with.
In this work, we are focused on the improvement of students data visualization skills by using LEGO bricks with LEGO BrickLink Studio. The activity is centered on students visualizing sales performance in various product categories over three years: 2018, 2019, 2020. Students analyze the sales data by creating interactive 3D models on LEGO BrickLink digital platform. For example, students are accustomed to viewing sales data in fully visualized static formats such as bar and line graphs. Though these formats are effective, they tend to hide the more intricate interrelationships between data points. The use of a collaborative digital environment such as LEGO BrickLink helps students to interactively transform the data into a tangible form.
In our experiment, students portray different product categories, which include electronics, clothing, home appliances, and beauty, each for three years. Students create digital models using LEGO BrickLink Studio wherein the dimensions and color of the model represent the sales volume for each category during a particular year. With this, students are able to actively participate and interact with the data as they modify the quantitative proportions visually over time, which is significantly more engaging than working with the 2D graphs.
The LEGO BrickLink shared environment enables the students to work together, exchange models, and test different hypotheses while interpreting data. Collaboration is facilitated through the online platform where students can create complex visualizations, compare their own understanding of the data, and collaborate in creating dynamic visual models. Through collaboration, besides learning how to interpret trends, outliers, and patterns in the dataset, students also develop critical thinking and problem-solving skills through collaborative interaction.
Also, while designing with LEGO BrickLink, learners can experiment with means of portraying and communicating information in creative ways. Because the platform is very flexible, learners can experiment with different modes of representation, such as changing brick size and ordering to represent patterns of sales, predict sales, or graph anomalies by product type. This hands-on method fosters a closer relationship with information and its actual business application, and also with the technical, analytical, and teamwork skills of the students.
Lastly, using LEGO BrickLink Studio in the classroom allows students to improve their data visualization ability, their understanding of complex data sets, and their working ability in a team-based online platform. Using this tool, there is a playfully fun and easy manner through which students are able to interact with data that traditional 2D graphs and charts are not capable of competing with.
2024
Ramos-Romero, Francisco; Trilles-Oliver, Sergio
FROM RAW DATA TO A DATA STORY BY USING LEGO PIECES Proceedings Article
In: ICERI2024 Proceedings, pp. 10526-10531, IATED, 2024, ISBN: 978-84-09-63010-3, (2024-18).
Abstract | Links | BibTeX | Tags: data visualization, storytelling
@inproceedings{Ramos2024b,
title = {FROM RAW DATA TO A DATA STORY BY USING LEGO PIECES},
author = {Francisco Ramos-Romero and Sergio Trilles-Oliver},
doi = {https://doi.org/10.21125/iceri.2024.2717},
isbn = {978-84-09-63010-3},
year = {2024},
date = {2024-11-11},
urldate = {2024-11-11},
booktitle = {ICERI2024 Proceedings},
pages = {10526-10531},
publisher = {IATED},
abstract = {The journey from raw data to a data story is a process including some stages. Data collection: You collect information to evaluate and comprehend its performance or behaviors. Data preparation: You clean, organize, and merge the data to make it ready for analysis. Data visualization: You create visual representations of the data to facilitate easier monitoring and understanding. Data analysis: You investigate the data to uncover meaningful insights for a specific audience and Data storytelling: You convey your insights through narratives and visuals to ensure they resonate and drive change. Data storytelling is the culmination of the multi-step process above commented. The quality of your data stories hinges on the effectiveness of each preceding step. If we don't tell the data story well, all the prior effort can be invalid. In this work, we are focused in the data visualization step by offering some alternatives to the typical charts and graphics solutions. In particular, we use LEGO pieces to reinforce the knowledge and to effectively use the existing data visualisation techniques.},
note = {2024-18},
keywords = {data visualization, storytelling},
pubstate = {published},
tppubtype = {inproceedings}
}
The journey from raw data to a data story is a process including some stages. Data collection: You collect information to evaluate and comprehend its performance or behaviors. Data preparation: You clean, organize, and merge the data to make it ready for analysis. Data visualization: You create visual representations of the data to facilitate easier monitoring and understanding. Data analysis: You investigate the data to uncover meaningful insights for a specific audience and Data storytelling: You convey your insights through narratives and visuals to ensure they resonate and drive change. Data storytelling is the culmination of the multi-step process above commented. The quality of your data stories hinges on the effectiveness of each preceding step. If we don't tell the data story well, all the prior effort can be invalid. In this work, we are focused in the data visualization step by offering some alternatives to the typical charts and graphics solutions. In particular, we use LEGO pieces to reinforce the knowledge and to effectively use the existing data visualisation techniques.
Ramos-Romero, Francisco; Trilles-Oliver, Sergio; Granell-Canut, Carlos
ARE YOU ABLE TO TELL STORIES WITH DATA? Proceedings Article
In: EDULEARN24 Proceedings, pp. 6978-6982, IATED, 2024, ISBN: 978-84-09-62938-1, (2024-09).
Abstract | Links | BibTeX | Tags: data visualization, storytelling
@inproceedings{Ramos2024a,
title = {ARE YOU ABLE TO TELL STORIES WITH DATA?},
author = {Francisco Ramos-Romero and Sergio Trilles-Oliver and Carlos Granell-Canut},
doi = {https://doi.org/10.21125/edulearn.2024.1653},
isbn = {978-84-09-62938-1},
year = {2024},
date = {2024-07-03},
urldate = {2024-07-03},
booktitle = {EDULEARN24 Proceedings},
pages = {6978-6982},
publisher = {IATED},
abstract = {During our first education years, at the school, even at the high school, we learnt very much about many different subjects. However, in most cases, an important ability for our professional future is missed: how to create and tell stories with data and numbers. This lack of information has produced a big problem: users have access to a large amount of information, due to the current technological advances, but they are unable efficiently use data to tell stories, which is key to convert them into relevant information.
In this paper, we present a study we performed with master students aimed at improving their data visualization skills. We divided this study into several stages. Firstly, the students learn by accomplishing different tasks following a clear path divided into these sections: analysis of the audience, selecting the appropriate visuals, simplification, focus, communication with data, storytelling, and final visuals. Every task was presented in a visual and natural way, with different options, where the students should choose the correct answers, from a clear and objective point of view. All the tasks are part of a global questionnaire, which was carried out by the students so that they prove their competence in telling effective stories with numbers and data. The results shown clear lacks in different tasks such a simplification and communication with data, where most of students didn’t correctly answer the questions. As a conclusion, we can claim that more effort must be done in setting a clear objective in the visual communication field. In particular, simplifying data, focusing on the important part of the message to the audience, and also in the way and shape that data are presented.},
note = {2024-09},
keywords = {data visualization, storytelling},
pubstate = {published},
tppubtype = {inproceedings}
}
During our first education years, at the school, even at the high school, we learnt very much about many different subjects. However, in most cases, an important ability for our professional future is missed: how to create and tell stories with data and numbers. This lack of information has produced a big problem: users have access to a large amount of information, due to the current technological advances, but they are unable efficiently use data to tell stories, which is key to convert them into relevant information.
In this paper, we present a study we performed with master students aimed at improving their data visualization skills. We divided this study into several stages. Firstly, the students learn by accomplishing different tasks following a clear path divided into these sections: analysis of the audience, selecting the appropriate visuals, simplification, focus, communication with data, storytelling, and final visuals. Every task was presented in a visual and natural way, with different options, where the students should choose the correct answers, from a clear and objective point of view. All the tasks are part of a global questionnaire, which was carried out by the students so that they prove their competence in telling effective stories with numbers and data. The results shown clear lacks in different tasks such a simplification and communication with data, where most of students didn’t correctly answer the questions. As a conclusion, we can claim that more effort must be done in setting a clear objective in the visual communication field. In particular, simplifying data, focusing on the important part of the message to the audience, and also in the way and shape that data are presented.
In this paper, we present a study we performed with master students aimed at improving their data visualization skills. We divided this study into several stages. Firstly, the students learn by accomplishing different tasks following a clear path divided into these sections: analysis of the audience, selecting the appropriate visuals, simplification, focus, communication with data, storytelling, and final visuals. Every task was presented in a visual and natural way, with different options, where the students should choose the correct answers, from a clear and objective point of view. All the tasks are part of a global questionnaire, which was carried out by the students so that they prove their competence in telling effective stories with numbers and data. The results shown clear lacks in different tasks such a simplification and communication with data, where most of students didn’t correctly answer the questions. As a conclusion, we can claim that more effort must be done in setting a clear objective in the visual communication field. In particular, simplifying data, focusing on the important part of the message to the audience, and also in the way and shape that data are presented.
2022
Ramos-Romero, Francisco; Iskandaryan, Ditsuhi; Koribska, Iva
Data visualisation for teachers: how to read, interpret and show data correctly Proceedings Article
In: EDULEARN22 Proceedings, pp. 8022-8022, IATED, 2022, ISBN: 978-84-09-42484-9, (2022-33).
Abstract | Links | BibTeX | Tags: data visualization
@inproceedings{Ramos2022a,
title = {Data visualisation for teachers: how to read, interpret and show data correctly},
author = {Francisco Ramos-Romero and Ditsuhi Iskandaryan and Iva Koribska},
doi = {https://doi.org/10.21125/edulearn.2022.1885},
isbn = {978-84-09-42484-9},
year = {2022},
date = {2022-07-25},
urldate = {2022-07-25},
booktitle = {EDULEARN22 Proceedings},
volume = {1},
pages = {8022-8022},
publisher = {IATED},
abstract = {Nowadays, visual information such as charts, diagrams, infographics and so forth are omnipresent in social media, presentations, online scientific papers, that is, in the digital world.
We have all heard the well-known sentence about pictures: a picture is worth a thousand words. In the context of charts, it is essential to read the information with attention and care, otherwise we may not understand the core underlying message. Thus, charts, line graphs, bar graphs, plots, etc. can provide us value information, such as trends or patterns hidden by numbers, if we properly read them. However, charts can also be, intentionally or not, confusing. Thus, we can claim that charts could lie in different ways such as a having a poor design, showing inaccurate or insufficient data, or presenting misleading patterns.
In this work, we aim at improving the teacher’s skills in detecting the poor-practice in chart creation, although much of this poor practice is not deliberate, often it is due to the lack of knowledge from the user, but sometimes it could also be by reasons ethically questionable. So, we divided this work in three stages. First, teachers receive information and material for the preparation, design, and delivery of effective and efficient charts. In the second stage, they brought to the classroom examples of charts not correctly created, and the content and message from them are carefully analysed. Finally, they modified those examples and showed in the classroom the changes and the reasons to support them.
Finally, teachers understood that the creation of charts is relatively easy, but the ways how data can represented or misrepresented is key in the communication process.},
note = {2022-33},
keywords = {data visualization},
pubstate = {published},
tppubtype = {inproceedings}
}
Nowadays, visual information such as charts, diagrams, infographics and so forth are omnipresent in social media, presentations, online scientific papers, that is, in the digital world.
We have all heard the well-known sentence about pictures: a picture is worth a thousand words. In the context of charts, it is essential to read the information with attention and care, otherwise we may not understand the core underlying message. Thus, charts, line graphs, bar graphs, plots, etc. can provide us value information, such as trends or patterns hidden by numbers, if we properly read them. However, charts can also be, intentionally or not, confusing. Thus, we can claim that charts could lie in different ways such as a having a poor design, showing inaccurate or insufficient data, or presenting misleading patterns.
In this work, we aim at improving the teacher’s skills in detecting the poor-practice in chart creation, although much of this poor practice is not deliberate, often it is due to the lack of knowledge from the user, but sometimes it could also be by reasons ethically questionable. So, we divided this work in three stages. First, teachers receive information and material for the preparation, design, and delivery of effective and efficient charts. In the second stage, they brought to the classroom examples of charts not correctly created, and the content and message from them are carefully analysed. Finally, they modified those examples and showed in the classroom the changes and the reasons to support them.
Finally, teachers understood that the creation of charts is relatively easy, but the ways how data can represented or misrepresented is key in the communication process.
We have all heard the well-known sentence about pictures: a picture is worth a thousand words. In the context of charts, it is essential to read the information with attention and care, otherwise we may not understand the core underlying message. Thus, charts, line graphs, bar graphs, plots, etc. can provide us value information, such as trends or patterns hidden by numbers, if we properly read them. However, charts can also be, intentionally or not, confusing. Thus, we can claim that charts could lie in different ways such as a having a poor design, showing inaccurate or insufficient data, or presenting misleading patterns.
In this work, we aim at improving the teacher’s skills in detecting the poor-practice in chart creation, although much of this poor practice is not deliberate, often it is due to the lack of knowledge from the user, but sometimes it could also be by reasons ethically questionable. So, we divided this work in three stages. First, teachers receive information and material for the preparation, design, and delivery of effective and efficient charts. In the second stage, they brought to the classroom examples of charts not correctly created, and the content and message from them are carefully analysed. Finally, they modified those examples and showed in the classroom the changes and the reasons to support them.
Finally, teachers understood that the creation of charts is relatively easy, but the ways how data can represented or misrepresented is key in the communication process.
2019
Ramos-Romero, Francisco; Iskandaryan, Ditsuhi; Gómez-Cambronero, Águeda
Improving teachers’ visual presentations with simplicity, clarity and brevity Proceedings Article
In: EDULEARN19 Proceedings of 10th International Conference on Education and New Learning Technologies, pp. 6218, IATED, Palma de Mallorca, 2019, ISBN: 978-84-09-12031-4 .
Links | BibTeX | Tags: data visualization, education
@inproceedings{Ramos-Romero2019,
title = {Improving teachers’ visual presentations with simplicity, clarity and brevity},
author = {Francisco Ramos-Romero and Ditsuhi Iskandaryan and Águeda Gómez-Cambronero},
doi = {10.21125/edulearn.2019.1494},
isbn = {978-84-09-12031-4 },
year = {2019},
date = {2019-09-01},
booktitle = {EDULEARN19 Proceedings of 10th International Conference on Education and New Learning Technologies},
pages = {6218},
publisher = {IATED},
address = {Palma de Mallorca},
keywords = {data visualization, education},
pubstate = {published},
tppubtype = {inproceedings}
}
2018
Thapa, Mahesh
Automatic Map Visualisation from texts related to development plans using Natural Language Processing Masters Thesis
Departamento de Lenguajes y Sistemas Informáticos, Castellón, 2018.
BibTeX | Tags: data visualization, Geographic Information Systems (GIS), Mastergeotech, natural language processing
@mastersthesis{Thapa2018,
title = {Automatic Map Visualisation from texts related to development plans using Natural Language Processing},
author = {Mahesh Thapa},
editor = {Francisco Ramos-Romero and Óscar Belmonte-Fernández and Roberto Henriques (supervisors) },
year = {2018},
date = {2018-03-02},
address = {Castellón},
school = {Departamento de Lenguajes y Sistemas Informáticos},
keywords = {data visualization, Geographic Information Systems (GIS), Mastergeotech, natural language processing},
pubstate = {published},
tppubtype = {mastersthesis}
}
2017
Galvao, Marcelo; Ramos-Romero, Francisco; Lamar, Marcus; Taco, Pastor
Dynamic Visualization of Transit Information Using Genetic Algorithms for Path Schematization Proceedings Article
In: J. Horák I. Ivan, T. Inspektor (Ed.): Dynamics in GIscience. GIS OSTRAVA 2017, pp. 99-113, Springer, Cham, 2017, ISBN: 978-3-319-61296-6.
Abstract | Links | BibTeX | Tags: data visualization, genetic algorithms, Mastergeotech
@inproceedings{Galvao2017,
title = {Dynamic Visualization of Transit Information Using Genetic Algorithms for Path Schematization},
author = {Marcelo Galvao and Francisco Ramos-Romero and Marcus Lamar and Pastor Taco},
editor = {I. Ivan, J. Horák, T. Inspektor},
doi = {10.1007/978-3-319-61297-3_8},
isbn = {978-3-319-61296-6},
year = {2017},
date = {2017-08-24},
booktitle = {Dynamics in GIscience. GIS OSTRAVA 2017},
pages = {99-113},
publisher = {Springer},
address = {Cham},
abstract = {In this paper, we present a genetic algorithm for path octilinear simplification. The octilinear layout, recognized worldwide in metro maps, has the special property that edge orientations are restricted to eight angles. The proposed search technique combines possible solutions to find a solution with a desired balance between faithfulness to the original shape and reduction of bends along the path. We also aim the genetic algorithm to real-time response for dynamic web visualizations so we can experiment on how algorithms for the visualization of schematic maps can be availed in a context of mobile web devices in order to empower efficiency in transmitting transit and navigation information. A prototype of a web application and real transit data of the city of Castellón in Spain were used to test the methodology. The results have shown that real-time schematizations open possibilities concerning usability that add extra value to schematic transit maps. Additionally, performance tests show that the proposed genetic algorithms, if combined with topological data and scale variation transformation, are adequate to sketch bus transit maps automatically in terms of efficiency.},
keywords = {data visualization, genetic algorithms, Mastergeotech},
pubstate = {published},
tppubtype = {inproceedings}
}
In this paper, we present a genetic algorithm for path octilinear simplification. The octilinear layout, recognized worldwide in metro maps, has the special property that edge orientations are restricted to eight angles. The proposed search technique combines possible solutions to find a solution with a desired balance between faithfulness to the original shape and reduction of bends along the path. We also aim the genetic algorithm to real-time response for dynamic web visualizations so we can experiment on how algorithms for the visualization of schematic maps can be availed in a context of mobile web devices in order to empower efficiency in transmitting transit and navigation information. A prototype of a web application and real transit data of the city of Castellón in Spain were used to test the methodology. The results have shown that real-time schematizations open possibilities concerning usability that add extra value to schematic transit maps. Additionally, performance tests show that the proposed genetic algorithms, if combined with topological data and scale variation transformation, are adequate to sketch bus transit maps automatically in terms of efficiency.
Granell-Canut, Carlos; Aguilar-Moreno, Estefanía
Geospatial Influence in Science Mapping Book Chapter
In: Khosrow-Pour, Mehdi (Ed.): Encyclopedia of Information Science and Technology, Chapter 302, IGI global, 4th, 2017, ISBN: 9781522522553.
BibTeX | Tags: data visualization, Geographic Information
@inbook{Canut2017,
title = {Geospatial Influence in Science Mapping},
author = {Carlos Granell-Canut and Estefanía Aguilar-Moreno},
editor = {Mehdi Khosrow-Pour},
isbn = {9781522522553},
year = {2017},
date = {2017-02-17},
booktitle = {Encyclopedia of Information Science and Technology},
publisher = {IGI global},
edition = {4th},
chapter = {302},
keywords = {data visualization, Geographic Information},
pubstate = {published},
tppubtype = {inbook}
}
2015
Abdelkareem, Nourhan-Khalifa
Analysis and visualization of energy use for university campus Masters Thesis
Universitat Jaume I, 2015.
BibTeX | Tags: data visualization, Mastergeotech, Smart Campus
@mastersthesis{Abdelkareem2015,
title = {Analysis and visualization of energy use for university campus},
author = { Nourhan-Khalifa Abdelkareem},
editor = {Sven Casteleyn (supervisor) and Sara Riberiro (co-supervisor) and Jim Jones (co-supervisor)},
year = {2015},
date = {2015-03-04},
school = {Universitat Jaume I},
keywords = {data visualization, Mastergeotech, Smart Campus},
pubstate = {published},
tppubtype = {mastersthesis}
}
Granell-Canut, Carlos; Casteleyn, Sven; Atzberger, Clement
Editorial: Geospatial Data Capturing, Processing, Analysis, and Visualization in Agro-Geoinformatics Journal Article
In: Frontiers in Environmental Science, vol. 3, pp. 76, 2015, ISSN: 2296-665X.
Links | BibTeX | Tags: Agro-Geoinformatics, crop monitoring, data visualization, Geographic Information Systems (GIS), geospatial data, precision agriculture, remote sensing for agriculture, sustainable agriculture
@article{GranellCanut2015,
title = {Editorial: Geospatial Data Capturing, Processing, Analysis, and Visualization in Agro-Geoinformatics},
author = { Carlos Granell-Canut and Sven Casteleyn and Clement Atzberger},
url = {http://journal.frontiersin.org/Article/10.3389/fenvs.2015.00076/abstract},
doi = {10.3389/fenvs.2015.00076},
issn = {2296-665X},
year = {2015},
date = {2015-01-01},
journal = {Frontiers in Environmental Science},
volume = {3},
pages = {76},
keywords = {Agro-Geoinformatics, crop monitoring, data visualization, Geographic Information Systems (GIS), geospatial data, precision agriculture, remote sensing for agriculture, sustainable agriculture},
pubstate = {published},
tppubtype = {article}
}
2014
Romero, Francisco Ramos; Mateu, Óscar Ripollés; Sellés, Miguel Chover
Efficient visualization of 3D models on hardware-limited portable devices Journal Article
In: Multimedia tools and applications, vol. 73, no. 2, pp. 961-976 , 2014, ISSN: 1380-7501.
Abstract | Links | BibTeX | Tags: 3D, data visualization, mobile computing
@article{Romero2014,
title = {Efficient visualization of 3D models on hardware-limited portable devices},
author = {Francisco Ramos Romero and Óscar Ripollés Mateu and Miguel Chover Sellés},
url = {http://hdl.handle.net/10234/69161},
doi = {http://dx.doi.org/10.1007/s11042-012-1200-3},
issn = {1380-7501},
year = {2014},
date = {2014-03-20},
journal = {Multimedia tools and applications},
volume = {73},
number = {2},
pages = {961-976 },
abstract = {Managing the geometry of a 3D scene efficiently is a key aspect of an interactive 3D application. This aspect is more important if we target at portable devices, which have limited hardware capabilities. Developing new means for improving the interaction with 3D content in mobile devices is key. The aim of this work is to present a technique which can manage the level-of-detail of 3D meshes in portable devices. This solution has been devised considering the restrictions that this kind of devices poses. The results section shows how the integration has been successful while obtaining good performance.},
keywords = {3D, data visualization, mobile computing},
pubstate = {published},
tppubtype = {article}
}
Managing the geometry of a 3D scene efficiently is a key aspect of an interactive 3D application. This aspect is more important if we target at portable devices, which have limited hardware capabilities. Developing new means for improving the interaction with 3D content in mobile devices is key. The aim of this work is to present a technique which can manage the level-of-detail of 3D meshes in portable devices. This solution has been devised considering the restrictions that this kind of devices poses. The results section shows how the integration has been successful while obtaining good performance.
2013
Beltrán-Fonollosa, Arturo; Abargues, Carlos; Granell-Canut, Carlos; Núñez-Redó, Manuela; Díaz-Sánchez, Laura; Huerta-Guijarro, Joaquín
A virtual globe tool for searching and visualizing geo-referenced media resources in social networks Journal Article
In: International Journal on Multimedia Tools and Applications, vol. 64, no. 1, pp. 171–195, 2013, ISSN: 1380-7501, (IF: 1.058, Q2).
Abstract | Links | BibTeX | Tags: data visualization, ESPANA-VIRTUAL, Geo-social media, georeferenced resources, virtual globes
@article{beltran_virtual_2011,
title = {A virtual globe tool for searching and visualizing geo-referenced media resources in social networks},
author = { Arturo Beltrán-Fonollosa and Carlos Abargues and Carlos Granell-Canut and Manuela Núñez-Redó and Laura Díaz-Sánchez and Joaquín Huerta-Guijarro},
url = {http://hdl.handle.net/10234/67339},
doi = {10.1007/s11042-012-1025-0},
issn = {1380-7501},
year = {2013},
date = {2013-05-01},
journal = {International Journal on Multimedia Tools and Applications},
volume = {64},
number = {1},
pages = {171--195},
abstract = {The current collaborative context and resource sharing that drives Web 2.0 is gaining importance within academia and industry, which is stimulating the development of new techniques for content retrieval, sharing and analysis over user-generated media content. This poses new challenges and research opportunities in spatial-based discovery media resources over varied sources, since location context is being increasingly supported in most of these social networks and services. In this paper, we present a virtual globe tool for searching and visualizing geo-referenced media resources. Our approach is based on the integration of search technologies, description languages for annotating collections of geo-referenced media resources and visualization techniques. The combination of these techniques is materialized in a virtual globe-based tool to facilitate searching and presentation of geo-referenced media resources available in different social networks.},
note = {IF: 1.058, Q2},
keywords = {data visualization, ESPANA-VIRTUAL, Geo-social media, georeferenced resources, virtual globes},
pubstate = {published},
tppubtype = {article}
}
The current collaborative context and resource sharing that drives Web 2.0 is gaining importance within academia and industry, which is stimulating the development of new techniques for content retrieval, sharing and analysis over user-generated media content. This poses new challenges and research opportunities in spatial-based discovery media resources over varied sources, since location context is being increasingly supported in most of these social networks and services. In this paper, we present a virtual globe tool for searching and visualizing geo-referenced media resources. Our approach is based on the integration of search technologies, description languages for annotating collections of geo-referenced media resources and visualization techniques. The combination of these techniques is materialized in a virtual globe-based tool to facilitate searching and presentation of geo-referenced media resources available in different social networks.
2012
Rodríguez-Pupo, Luis Enrique
Sensor Data Visualization in Virtual Globe Masters Thesis
Universitat Jaume I, 2012.
BibTeX | Tags: data visualization, Sensors, virtual globes
@mastersthesis{RodriguezPupo2012a,
title = {Sensor Data Visualization in Virtual Globe},
author = {Luis Enrique Rodríguez-Pupo},
editor = {Alain Tamayo-Fong and Pedro Cabral and Joaquín Huerta-Guijarro (co-supervisors)
},
year = {2012},
date = {2012-01-01},
school = {Universitat Jaume I},
keywords = {data visualization, Sensors, virtual globes},
pubstate = {published},
tppubtype = {mastersthesis}
}
Rodríguez-Pupo, Luis Enrique; Tamayo-Fong, Alain; Beltrán-Fonollosa, Arturo; Huerta-Guijarro, Joaquín
Visualization of Sensor Data in Virtual Globes Proceedings Article
In: Gensel, Jêrome; Josselin, Didier; Vandenbroucke, Danny (Ed.): Bridging the Geographic Information Sciences International AGILE2012 Conference Avignon France april 24- 27, 2012, pp. 41-45, AGILE Digital Editions, 2012, ISBN: 9789081696005.
Abstract | Links | BibTeX | Tags: data visualization, sensor observation services, sensor web, virtual globes
@inproceedings{RodriguezPupo2012,
title = {Visualization of Sensor Data in Virtual Globes},
author = { Luis Enrique Rodríguez-Pupo and Alain Tamayo-Fong and Arturo Beltrán-Fonollosa and Joaquín Huerta-Guijarro},
editor = {Gensel, Jêrome and Josselin, Didier and Vandenbroucke, Danny},
url = {http://hdl.handle.net/10234/159872},
isbn = {9789081696005},
year = {2012},
date = {2012-01-01},
booktitle = {Bridging the Geographic Information Sciences International AGILE2012 Conference Avignon France april 24- 27, 2012},
pages = {41-45},
publisher = {AGILE Digital Editions},
abstract = {Virtual Globes have become a common platform for visualizing geographical data. The capability for customization, extensibility and the support of interaction with the visualized elements are some of the aspects to consider when selecting a Virtual Globe for visualization. For visualizing sensor data, aspects such as cardinality, the nature of the data and its temporal and spatial dimensions have to be considered. In this paper we present a prototype application to visualize sensor data retrieved from SOS servers over the NASA World Wind virtual Globe. For implementing the prototype application we relied on a categorization of the sensor data that provides possible visualization methods. The prototype has integrated the SEXTANTE library to enable data analysis over sensor data and include the results as part of the visualizations.},
keywords = {data visualization, sensor observation services, sensor web, virtual globes},
pubstate = {published},
tppubtype = {inproceedings}
}
Virtual Globes have become a common platform for visualizing geographical data. The capability for customization, extensibility and the support of interaction with the visualized elements are some of the aspects to consider when selecting a Virtual Globe for visualization. For visualizing sensor data, aspects such as cardinality, the nature of the data and its temporal and spatial dimensions have to be considered. In this paper we present a prototype application to visualize sensor data retrieved from SOS servers over the NASA World Wind virtual Globe. For implementing the prototype application we relied on a categorization of the sensor data that provides possible visualization methods. The prototype has integrated the SEXTANTE library to enable data analysis over sensor data and include the results as part of the visualizations.