@article{4051,
  author = {Juho Siuko, Elizabeth Cloude and Kristian Kiili},
  title = {Increasing Graph Literacy and Interpretation for Image Processing},
  journal = {Journal of Multimedia Processing and Technologies},
  year = {2024},
  volume = {15},
  number = {2},
  doi = {https://doi.org/10.6025/jmpt/2024/15/2/59-71},
  url = {https://www.dline.info/jmpt/fulltext/v15n2/jmptv15n2_2.pdf},
  abstract = {Understanding graphs is a crucial part of deep reading. It appears that a lot of students might require assistance in deciphering graphs that are misleading. Using educational games could offer opportunities to boost students’ interest in understanding graphs and aid in developing skills needed for critical graph analysis. To explore this idea, we looked into how effective a digital game was in teaching the skill of reading misleading graphs. In this research, 101 high school students were randomly divided into two groups: one group played a graph reading game from MediaWatch for 30 minutes, while the other group did not receive any graph reading instruction. We measured graph literacy before and after the study and only looked at how curious students were about graphs during the game. The results showed that students who played the game improved their ability to read misleading graphs more than those in the control group. However, there was no significant change in students’ curiosity about graphs after playing the MediaWatch game. These findings suggest that educational games can help students develop skills in critically analyzing graphs.},
}