Syeda, Uzma HaqueSouth, LauraRaynor, JustinPanavas, LiudasSaffo, DavidMorriss, TommyDunne, CodyBorkin, Michelle A.Firat, Elif E.Laramee, Robert S.Andersen, Nicklas Sindelv2024-05-212024-05-212024978-3-03868-257-8https://doi.org/10.2312/eved.20241054https://diglib.eg.org/handle/10.2312/eved20241054In this paper, we present the Vis Repligogy framework that enables conducting replication studies in the class. Replication studies are crucial to strengthening the data visualization field and ensuring its foundations are solid and methods accurate. Although visualization researchers acknowledge the epistemological significance of replications and their necessity to establish trust and reliability, the field has made little progress to support the publication of such studies and, importantly, provide methods to the community to encourage replications. Therefore, we contribute Vis Repligogy, a novel framework to systematically incorporate replications within visualization course curricula that not only teaches students replication and evaluation methodologies but also results in executed replication studies to validate prior work. To validate the feasibility of the framework, we present case studies of two graduate data visualization courses that implemented it. These courses resulted in a total of five replication studies. Finally, we reflect on our experience implementing the Vis Repligogy framework to provide useful recommendations for future use. We envision this framework will encourage instructors to conduct replications in their courses, help facilitate more replications in visualization pedagogy and in research, and support a culture shift towards reproducible research. Supplemental materials of this paper are available at https://osf.io/ncb6d/.Attribution 4.0 International LicenseCCS Concepts: Human-centered computing→Visualization theory and methods; Visualization pedagogyHuman centered computing→Visualization theory and methodsVisualization pedagogy10.2312/eved.202410549 pages