Peng, IlenaFirat, Elif E.Laramee, Robert S.Joshi, AlarkBourdin, Jean-JacquesPaquette, Eric2022-04-222022-04-222022978-3-03868-170-01017-4656https://doi.org/10.2312/eged.20221042https://diglib.eg.org:443/handle/10.2312/eged20221042In this paper, we present the results of an intervention designed to introduce parallel coordinates to students. The intervention contains six new modules inspired by Bloom's taxonomy that featured a combination of videos, tests, and tasks. We studied the impact of our modules with a corrective feedback mechanism inspired by Mastery Learning. Based on analyzing the data of our students, we found that students in the Corrective Immediate Feedback (CIF) group performed better on average on all the modules as compared to the students in the No Feedback (NF) group. In the tasks where students were required to construct parallel coordinates plots, students in the Corrective Immediate Feedback group produced plots with appropriate use of color, labels, legends, etc. Overall, students in both groups grew more confident in their ability to recognize parallel coordinates plots and expressed high confidence in their ability to interpret, create, and use parallel coordinates plots for data exploration and presentation in the future.Attribution 4.0 International LicenseCCS Concepts: Human-centered computing --> Empirical studies in visualization; Visualization techniques; Visualization design and evaluation methodsHuman centered computingEmpirical studies in visualizationVisualization techniquesVisualization design and evaluation methods10.2312/eged.2022104221-299 pages