Using learning objectives to define designer intents for communicative visualizations can be a powerful design tool. Cognitive and affective objectives are concrete and specific, which can be translated to assessments when creating, evaluating, or comparing visualization ideas. However, while there are many well-validated assessments for cognitive objectives, affective objectives are uniquely challenging. It is easy to see if a visualization helps someone remember the number of patients in a clinic, but harder to observe the change in their attitudes around donations to a crisis. In this work, we define a set of criteria for selecting assessments--from education, advocacy, economics, health, and psychology--that align with affective objectives. We illustrate the use of the framework in a complex affective design task that combines personal narratives and visualizations. Our chosen assessments allow us to evaluate different designs in the context of our objectives and competing psychological theories.

翻译：利用学习目标来定义沟通式可视化中设计师的意图，可以成为一种强大的设计工具。认知和情感目标具体而明确，在构思、评估或比较可视化方案时，可转化为评估指标。然而，尽管针对认知目标已有许多经过充分验证的评估方法，情感目标却带来了独特的挑战。我们很容易判断某个可视化是否帮助人们记住了诊所的患者数量，但更难观察到他们对危机捐款态度的变化。在本研究中，我们定义了一套从教育、倡导、经济学、健康及心理学领域中选取评估方法的准则，这些方法需与情感目标相一致。我们通过一项结合个人叙事与可视化的复杂情感设计任务，展示了该框架的应用。所选用的评估方法使我们能够在既定的目标及相互竞争的心理学理论背景下，评价不同的设计方案。