The interaction of a shock wave and boundary layer often occurs in high speed flows. For sufficiently strong shock strengths the boundary layer separates, generating shock patterns in the contiguous inviscid flow (termed strong interactions); which may also affect the performances of the systems where they occur, demanding control of the interaction to enhance the performances. The case of impinging shock wave boundary layer interaction is of fundamental importance and can throw light on the physics of the interaction in general. Although various aspects of the interaction are studied at supersonic speeds, the complexities involved in the interaction at hypersonic speeds are not well understood. Of importance is the high total enthalpy associated with hypersonic flows the simulation of which requires shock tunnels. The present experimental study focuses on the interaction between strong impinging shock and boundary layer in hypersonic flows of moderate to high total enthalpies. Experiments are performed in hypersonic shock tunnels HST-2 and FPST (free piston driven shock tunnel), at nominal Mach numbers 6 and 8, with total enthalpy ranging from 1.3 MJ/kg to 6 MJ/kg, and freestream Reynolds number ranging from 0.3 million/m to 4 million/m. The strong impinging shock is generated by a wedge of angle 30.960 to the freestream. The shock is made to impinge on a flat plate (made of Hylem which is adiabatic, except for one case with plate made of aluminium which allows heat transfer). The position of (inviscid) shock impingement may be varied (from 55 mm from the leading edge to 100 mm from the leading edge) by moving the plate back and forth on the fixture which holds the wedge and the plate. Expectedly the strong shock generates a large separation bubble of length comparable to the distance of the location of shock impingement from the leading edge of the plate. Such large separation bubbles are typical of supersonic/hypersonic intakes at off-design operation. The evolution of the flow field- including the evolution of impinging shock and subsequent evolution of the large separation bubble- within the short test duration of the shock tunnels is one of the main concerns addressed in the study. Time resolved schlieren flow visualizations using high speed camera, surface pressure measurements using PCB, kulite and MEMS sensors, surface convective heat transfer measurements using platinum thin film sensors are the flow diagnostics used. From the time resolved visualizations and surface pressure measurements with the fast response sensors, the flow field, even with a separation bubble as large as 75 mm (at Mach 5.96, with shock impingement at 95 mm from the leading edge) was found to be established within the short shock tunnel test time. The effects of various parameters- freestream Mach number, distance of the location of shock impingement, freestream total enthalpy and wall heat transfer- on the interaction are investigated. With increase in Mach number from 5.96 to 8.67, for nearly the same shock impingement locations (95 mm and 100 mm from the leading edge respectively), the separation length decreased from 75 mm to 60 mm despite the fact that the shocks are doubly stronger at the higher Mach number. Inflectional trend in separation length was observed with enthalpy at nominal Mach number 8- separation length increased from 60 mm at 1.6 MJ/kg to 70 mm at 2.4 MJ/kg, and decreased drastically to ~40 mm at 6 MJ/kg (when dissociations are expected). The separation length Lsep for all the experiments, except the experiments at 6 MJ/kg, were found to be large, i.e. comparable with the distance xi of location of shock impingement from the leading edge of the flat plate. The scaled separation length (with Hylem wall) was found to obey the inviscid similarity law proposed from the present study for large separation bubbles with strong impinging shocks, where M∞ is the freestream Mach number, p∞ is the freestream pressure and pr is the measured reattachment pressure; this holds for freestream total enthalpy ranging from 1.3 MJ/kg to 2.4 MJ/kg and Reynolds number (based on location of shock impingement) ranging from 1x105 to 4x105. While the increase in separation length from 1.6 MJ/kg to 2.4 MJ/kg could thus be attributed to the small difference in Mach number between the cases (due to inverse variation with cube of Mach number), the decrease in separation length and the non-confirmation to the proposed similarity law for the 6 MJ/kg case is attributed to the real gas effects. At Mach 6 the flow was observed to separate close to the leading edge, even when the (inviscid) shock impingement was at 95 mm from the leading edge. This prompted the proposal of an approximate inviscid model of the interaction for the Mach 6 case with separation at leading edge, and reattachment at the location of (inviscid) shock impingement; Accordingly, the closer the location of impingement, the more the angle that the separated shear layer makes with the plate and hence more the pressure inside the separation bubble. A small reduction in separation length was also observed with aluminium wall when compared with Hylem wall, emphasizing the importance of wall heat conductivity (especially when concerning separated flows) even within the short test durations of shock tunnels. The free interaction theory over adiabatic wall was found to predict the pressure at the location of separation, but under-predict the plateau pressure (at nominal Mach number 8). Numerical simulations (steady, planar) were also carried out using commercial CFD solver FLUENT to complement the experiments. Simulations using one equation turbulence model (Spalart-Allmaras model) were closer to the experimental results than the laminar simulations, suggesting that the flow field may be transitional or turbulent after separation. Significant reduction of the separation bubble length was demonstrated with the control of the interaction using boundary layer bleed within the short test time of the shock tunnel; with tangential blowing at the separation location20% reduction in separation length was observed, while with suction at separation location the reduction was 13.33 %.

Att kommunicera rummets varierande funktion genom 3D-visualiseringar är ett examensarbete i informationsdesign med inriktning rumslig gestaltning. Uppdraget kommer från Husmuttern AB som arbetar med huskoncept som sedan ska leda till produktion av modulhus. Syftet med arbetet har varit att studera hur en 3D-modell bör utformas för att kommunicera ett rums varierande funktion. Detta för att veta hur jag ska visualisera en undervisningssal i ett modulhus. För att arbeta fram en 3D-modell som uppfyller dessa krav krävs det att studera kommunikation mellan parter, bildens egenskaper, rummets form och färg, detta med stöd i litteratur, forskning och användartester. Därefter kunde en modell arbetas fram som kunde kommunicera en undervisningssal i ett modulhus. Genom användartesterna visade det sig att det är bra med en modell som fokuserar på modulhusets grund men också att ha med inredning för att visa funktionen. Det resulterade i en modell som innehöll husgrunden på en halva och realistisk inredning på den andra halvan men i samma modell. Genom litteratur och tidigare forskning blev resultatet för visualiseringar att det är ofta som 3D-modeller används. I utformningen bör detaljer uteslutas och verklighetstrogna vyer undvikas. Fokus bör ligga på det väsentliga då det annars blir för mycket att ta in för betraktaren och budskapet går förlorat, samt att verklighetstrogna skisser upplevs som färdigutvecklade. Det resulterade i en skissartad modell med avskalad inredning för att visa rummets funktion. / Att kommunicera rummets varierande funktion genom 3D-visualiseringar is a thesis in information design with orientation in spatial design. The assignment comes from the company Husmuttern AB who work with house concept that will lead to production of module housing. The purpose has been to study how a 3D- visualisation should be formed to communicate rooms varying functions. All this so that I will know how to visualize a classroom in a module housing. To be able to come up with a 3D-model that have this quality it was requires to study communication between two parties, properties of the image, shape and color of the room, with the help of literature, previous research and user tests. Then it was possible to come up with a model that could communicate a classroom constructed in module. Through the user tests it was shown to be preferable with a model that focuses on the basic units of the module housing but that also has some realistic decor to show some function. All this resulted in a model which includes the basic units of the module on one half and realistic décor on the other half in the same model. Thanks to literature and previous research the result for visualization was that it is common to use 3D-modells. In the modeling details and realistic views should be avoid. The focus should be on the essential or it will be too much for the viewer to take in and the message gets lost, but also that to realistic models were considered to be fully complete. All this resulted in a sketchy model with a small amount of décor to show the rooms function

<div>Large datasets related to Indiana’s Education and Workforce development are used by various demographics such as stakeholders and decision makers in education and government, parents, teachers and employees of various companies to find trends and patterns in the data to better guide decision-making through statistical analysis. However, most of this data is scattered, textual and available in the form of excel sheets which makes it harder to look at the data from different perspectives, drill down and roll up the data and find trends and patterns in the data. Such data representation does not take into account the inherent characteristics of the user which can affect how well the user understands, perceives and interprets the data.</div><div>Information dashboards used to view and navigate between visualizations of different datasets, provide a coherent, central access to all data, and make it easy to view different aspects of the system. The purpose of this research is to create a new data visualization dashboard for visualizing education and workforce data and find which design principles are applicable while designing such a dashboard for the target demographic in the education and workforce domain. This study also aims at assessing how the introduction of such a data dashboard affects the work processes and decision making of stakeholders involved in education and workforce development in the state of Indiana.</div><div>User studies consisting of usability testing and semi-structured interviews with the stakeholders in education and workforce development in the state of Indiana is conducted to test the effectiveness of the dashboard. Finally, this research proposes how a regional map-based dashboard can be used as an effective method to design a data dashboard for education and workforce data for other states and other domains as well.</div>

Enterprise software has traditionally focused on functionalities over experiences. When enterprise software is becoming a core part of work, knowledge about the experiences can result in an enhanced working situation for employees and become a useful tool for them. Bridging together the knowledge generated, in both academia and the industry, under the topic of enterprise UX will allow for easier knowledge sharing where theory and practice can build on each other. This paper has investigated through research through design the visualization and interaction opportunities for an enhanced enterprise UX in a tool aimed for an advertising campaign planning process, while also has addressed under-constrained problems the enterprise UX most likely will encounter. Results show that there is great potential to support the process of planning a campaign with a tool but that there are also challenges with building the tool for the right user, creating value for the users and not underestimating skilled expertise. / Mjukvara ämnad för företag har traditionellt sett fokuserat på funktionaliteter framför upplevelser. När denna mjukvara nu blir en central del av arbetet kan kunskap om upplevelsen resultera i en förbättrad arbetssituation för de anställda och bli ett användbart verktyg för dem. Att överbrygga den kunskap som genereras, i både det akademiska och i industrin, under ämnet företags-UX kommer att möjliggöra enklare kunskapsdelning där teori och praktik kan bygga på varandra. Den här artikeln har genom en forskning genom design metodik undersökt visualiserings- och interaktionsmöjligheter för ett förbättrat företags-UX i ett verktyg som används i en planeringsprocess av mediekampanjer, samtidigt som underbegränsade problem som företagets-UX troligen kommer att stöta på tas upp. Resultatet visar att det finns stor potential för att stödja planeringsprocessen av kampanjer med ett verktyg men visar också på utmaningar med att bygga verktyget för rätt användare, skapa värde för användarna och inte underskatta skicklig expertis.

Yes / Previous studies have reported that the ageing method of Suchey-Brooks (pubic bone) and some of the features applied by Lovejoy et al. and Buckberry-Chamberlain (auricular surface) can be confidently performed on 3D visualizations from CT-scans. In this study, seven observers applied the Suchey-Brooks and the Buckberry-Chamberlain methods on 3D visualizations based on CT-scans and, for the first time, on 3D visualizations from laser scans. We examined how the bone features can be evaluated on 3D visualizations and whether the different modalities (direct observations of bones, 3D visualization from CT-scan and from laser scans) are alike to different observers. We found the best inter-observer agreement for the bones versus 3D visualizations, with the highest values for the auricular surface. Between the 3D modalities, less variability was obtained for the 3D laser visualizations. Fair inter-observer agreement was obtained in the evaluation of the pubic bone in all modalities. In 3D visualizations of the auricular surfaces, transverse organization and apical changes could be evaluated, although with high inter-observer variability; micro-, macroporosity and surface texture were very difficult to score. In conclusion, these methods were developed for dry bones, where they perform best. The Suchey-Brooks method can be applied on 3D visualizations from CT or laser, but with less accuracy than on dry bone. The Buckberry-Chamberlain method should be modified before application on 3D visualizations. Future investigation should focus on a different approach and different features: 3D laser scans could be analyzed with mathematical approaches and sub-surface features should be explored on CT-scans

This thesis describes a research project aimed at improving the tracing skills of first-year programming students enrolled for an introductory C++ course at an open distance learning institution by means of a tutorial in the form of a program visualization tool to teach the students to draw variable diagrams. The research was based on the findings from the BRACElet project (Clear, Whalley, Robbins, Philpott, Eckerdal, Laakso & Lister, 2011). A design-based research methodology was followed. To guide the process of developing the tutorial, a framework of 26 guidelines for developing and using visualization tools to teach programming was synthesized from the literature on computing education research CER, educational psychology and computer graphics. Guidelines were supplemented with reasons or explanations for their recommendation and considerations to be taken into account when using a guideline. The framework was enhanced by lessons learnt during the development and testing of the tutorial. The tutorial was tested and refined during two implementation cycles. Both cycles included quantitative and qualitative investigations. All students registered for the introductory module received the tool with their study material. For the quantitative investigations, students completed a questionnaire after using the tutorial. Through the questionnaire biographical data was acquired, the manner in which students used the tutorial and how they experienced using it. The responses to the questionnaires were statistically analysed in combination with respondents’ final marks. The statistical modelling indicated that the students’ biographical properties (a combination of level of programming experience, marks obtained for Mathematics and English in matric and first-time registration for COS1511 or not), had the biggest impact on their final marks by far. During the qualitative investigations students were eye tracked in a Human-Computer Interaction laboratory. The gaze replays in both cycles revealed that students’ reading skills impacted largely on their success, connecting with the findings from the quantitative investigations. Reflections on why the tutorial did not achieve its purpose; and why poor reading skills may have such a strong effect on learning to program, contribute some theoretical understanding as to how novices learn to program. / Computer Science / D. Phil. (Computer Science)

Les visualisations, dans le sens général de représentations externes et physiques de données, sont plus anciennes que l'invention de l'écriture. De manière générale, les représentations externes encouragent la cognition et la pensée visuelle, et nous avons développé des savoir-faire pour les créer et les exploiter. La révolution informatique a augmenté la quantité de données qu'il est possible de collecter et de traiter, et a diversifié les façons de les représenter visuellement. Les systèmes de visualisation assistés par ordinateur, et étudiés dans le domaine de la visualisation d'information, sont aujourd'hui si puissants et complexes que nous avons besoin de techniques d'interaction très sophistiqués. Grâce au développement des possibilités technologiques au-delà des ordinateurs de bureau, un large éventail d'utilisations émerge. Non seulement des surfaces d'affichage de formes et de tailles variées permettent de montrer des visualisations plus riches, mais aussi des dispositifs d'entrée de nouvelle génération peuvent être utilisés qui exploitent les aptitudes humaines à manipuler les objets physiques. Cependant, ces technologies sont peu étudiées dans le contexte de la visualisation d'information. Tout d'abord, un premier problème découle d'une terminologie insuffisante. Dans cette thèse, je définis et étudie entre autres le concept de corporalisation (embodiment) pour la visualisation d'information. Concernant les visualisations, la corporalisation réfère à la congruence entre les éléments visuels d'une visualisation et leurs formes physiques. Ce concept intègre des concepts déjà connus tels que la tangibilité. Par exemple, l'interaction tangible s'attache à la représentation d'objets virtuels par des objets physiques. Mais en réalité, leur forme physique n'est pas nécessairement congruente avec l'objet virtuel. Un second problème découle du peu d'exemples convaincants d'interfaces tangibles appliquées à la visualisation d'information. Dans le domaine de la visualisation d'information, les écrans standard et les dispositifs d'entrée génériques tels que la souris, sont toujours les plus courants et considérés comme les plus efficaces. Cependant, aussi bien la partie affichage que la partie contrôle fournit des possibilités de corporalisation : les dispositifs d'entrée peuvent être spécialisés et adaptés de façon à ce que leur forme physique ressemble à leur fonction; les écrans peuvent être rendus déformables ou, dans l'avenir, être composés d'une matière programmable capable de prendre n'importe quelle forme imaginable. Mais la recherche sur les écrans et matières déformables est pour l'instant principalement dirigée par l'innovation technologique sans tenir compte des applications possibles à la visualisation d'information. Dans cette thèse, j'propose la corporalisation comme principe de conception pour la visualisation d'information. Je démontre l'efficacité et l'utilisabilité des dispositifs d'entrée corporalisés ainsi que des affichages corporalisés, en présentant trois expériences contrôlées. Par la suite, je présente un modèle d'interaction conceptuel et un système de notation visuelle pour décrire, comparer et critiquer différents types de systèmes de visualisation, et j'illustre l'utilisation de ce modèle à partir d'études de cas. Enfin, je présente un outil de conception pour aider à la création de visualisations physiques. Cet outil s'adresse à des utilisateurs novices en visualisation d'information et en fabrication numérique, et peut contribuer à sensibiliser ces utilisateurs à l'intérêt d'explorer des données qui les concernent dans leur vie quotidienne. En résumé, cette thèse contribue à la compréhension de la valeur ajoutée des interfaces physiques pour la visualisation d'information. / Visualizations in the most general sense of external, physical representations of information are older than the invention of writing. Generally, external representations promote external cognition and visual thinking, and humans developed a rich set of skills for crafting and exploring them. Computers immensely increased the amount of data we can collect and process as well as diversified the ways we can represent it visually. Computer-supported visualization systems, studied in the field of information visualization (infovis), have become powerful and complex, and sophisticated interaction techniques are now necessary to control them. With the widening of technological possibilities beyond classic desktop settings, new opportunities have emerged. Not only display surfaces of arbitrary shapes and sizes can be used to show richer visualizations, but also new input technologies can be used to manipulate them. For example, tangible user interfaces are an emerging input technology that capitalizes on humans' abilities to manipulate physical objects. However, these technologies have been barely studied in the field of information visualization. A first problem is a poorly defined terminology. In this dissertation, I define and explore the conceptual space of embodiment for information visualization. For visualizations, embodiment refers to the level of congruence between the visual elements of the visualization and their physical shape. This concept subsumes previously introduced concepts such as tangibility and physicality. For example, tangible computing aims to represent virtual objects through a physical form but the form is not necessarily congruent with the virtual object. A second problem is the scarcity of convincing applications of tangible user interfaces for infovis purposes. In information visualization, standard computer displays and input devices are still widespread and considered as most effective. Both of these provide however opportunities for embodiment: input devices can be specialized and adapted so that their physical shape reflects their functionality within the system; computer displays can be substituted by transformable shape changing displays or, eventually, by programmable matter which can take any physical shape imaginable. Research on such shape-changing interfaces has so far been technology-driven while the utility of such interfaces for information visualization remained unexploited. In this thesis, I suggest embodiment as a design principle for infovis purposes, I demonstrate and validate the efficiency and usability of both embodied visualization controls and embodied visualization displays through three controlled user experiments. I then present a conceptual interaction model and visual notation system that facilitates the description, comparison and criticism of various types of visualization systems and illustrate it through case studies of currently existing point solutions. Finally, to aid the creation of physical visualizations, I present a software tool that supports users in building their own visualizations. The tool is suitable for users new to both visualization and digital fabrication, and can help to increase users' awareness of and interest in data in their everyday live. In summary, this thesis contributes to the understanding of the value of emerging physical representations for information visualization.

<p>For the projects titled Undergraduate Students’ Interpretation of Fischer and Haworth Carbohydrate Projections and Undergraduate Students' Interpretation of Glycosidic Bonds – there is a prevalent issue in biochemistry education in which students display fragmented knowledge of the biochemical concepts learned when asked to illustrate their understandings (via drawings, descriptions, analysis, etc.). In science education, educators have traditionally used illustrations to support students’ development of conceptual understanding. However, interpreting a representation is dependent on prior knowledge, ability to decode visual information, and the nature of the representation itself. With a prevalence of studies conducted on visualizations, there is little research with a focus on the students’ interpretation and understanding of carbohydrates and/or glycosidic bonds. The aim of these projects focuses on how students interpret representations of carbohydrates and glycosidic bonds. This study offers a description of undergraduate students’ understanding and interpretation using semi-structured interviews through Phenomenography, Grounded Theory and the Resources Frameworks. The data suggests that students have different combinations of (low or high) accuracy and productivity for interpreting and illustrating carbohydrates and glycosidic bonds, among other findings to be highlighted in their respective chapters. More effective teaching strategies can be designed to assist students in developing expertise in proper illustrations and guide their thought process in composing proper explanations in relation to and/or presence of illustrations.</p> <p><br></p> <p>For the project titled Impact of the Pandemic on Student Readiness: Laboratories, Preparedness, and Support – it was based upon research by Meaders et. al (2021) published in the International Journal of STEM Education. Messaging during the first day of class is highly important in establishing positive student learning environments.  Further, this research suggests that students are detecting the messages that are communicated.  Thus, attention should be given to prioritizing what information and messages are most important for faculty to voice. There is little doubt that the pandemic has had a significant impact on students across the K-16 spectrum.  In particular, for undergraduate chemistry instructors’, data on the number of laboratories students completed in high school and in what mode would be important information in considering what modifications could be implemented in the laboratory curriculum and in messaging about the laboratory activities – additionally on how prepared students feel to succeed at college work, how the pandemic has impacted their preparedness for learning, and what we can do to support student learning in chemistry can shape messaging on the first day and for subsequent activities in the course.  An initial course survey that sought to highlight these student experiences and perspectives will be discussed along with the impact on course messaging and structure.    </p> <p><br></p>

<p>External representations (ERs) used in science education are multimodal ensembles consisting of design elements to convey educational meanings to the audience. As an example of a dynamic ER, an animation presenting its content features (i.e., scientific concepts) via varying the feature’s depiction over time. A production team invited the dissertation author to inspect their creation of a biochemistry animation about the role of the actin cytoskeleton in cell motility and the animation’s implication on learning. To address this, the author developed a four-step methodology entitled the Multimodal Variation Analysis of Dynamic External Representations (MVADER) that deconstructs the animation’s content and design to inspect how each content feature is conveyed via the animation’s design elements.</p><p><br></p><p> </p><p>This dissertation research investigated the actin animation’s educational value and the MVADER’s utility in animation evaluation. The research design was guided by descriptive case study methodology and an integrated framework consisting of the variation theory, multimodal analysis, and visual analytics. As stated above, the animation was analyzed using MVADER. The development of the actin animation and the content features the production team members intended to convey via the animation were studied by analyzing the communication records between the members, observing the team meetings, and interviewing the members individually. Furthermore, students’ learning experiences from watching the animation were examined via semi-structured interviews coupled with post- storyboarding. Moreover, the instructions of MVADER and its applications in studying the actin animation were reviewed to determine the MVADER’s usefulness as an animation evaluation tool.</p><p><br></p><p> </p><p>Findings of this research indicate that the three educators in the production team intended the actin animation to convey forty-three content features to the undergraduate biology students. At least 50% of the student who participated in this thesis learned thirty-five of these forty-three (> 80%) features. Evidence suggests that the animation’s effectiveness to convey its features was associated with the features’ depiction time, the number of identified design elements applied to depict the features, and the features’ variation of depiction over time.</p><p><br></p><p>Additionally, one-third of the student participants made similar mistakes regarding two content features after watching the actin animation: the F-actin elongation and the F-actin crosslink structure in lamellipodia. The analysis reveals the animation’s potential design flaws that might have contributed to these common misconceptions. Furthermore, two disruptors to the creation process and the educational value of the actin animation were identified: the vagueness of the learning goals and the designer’s placement of the animation’s beauty over its reach to the learning goals. The vagueness of the learning goals hampered the narration scripting process. On the other hand, the designer’s prioritization of the animation’s aesthetic led to the inclusion of a “beauty shot” in the animation that caused students’ confusion.</p><p><br></p><p> </p><p>MVADER was used to examine the content, design, and their relationships in the actin animation at multiple aspects and granularities. The result of MVADER was compared with the students’ learning outcomes from watching the animation to identify the characteristics of content’s depiction that were constructive and disruptive to learning. These findings led to several practical recommendations to teach using the actin animation and create educational ERs.</p><p><br></p><p> </p><p>To conclude, this dissertation discloses the connections between the creation process, the content and design, and the educational implication of a biochemistry animation. It also introduces MVADER as a novel ER analysis tool to the education research and visualization communities. MVADER can be applied in various formats of static and dynamic ERs and beyond the disciplines of biology and chemistry.</p>

This dissertation comprises three essays which empirically investigate consequences of transparency. The first essay investigates how transparency, demanded by the government as a customer of firms, affects firms’ financial reporting. It provides evidence that, relative to firms without government customers, government suppliers have a higher quality of financial reporting. Findings indicate that government procurement requirements, which are linked to internal control over financial reporting, can positively affect the external information environment of firms. The second essay examines how managers react to a stricter transparency mandate in pension accounting, if this mandate increases the expected volatility of balance sheet items. Managers of affected firms change decisions on pension plans which mitigate volatility and in addition, affected firms exhibit less volatile accruals but more volatile discretionary real actions suggesting managers reduce volatility in balance sheets. Findings imply that a transparency mandate in pension accounting may have (unintended) consequences for managerial decision-making if the mandate reveals more economic volatility on balance sheets. The third essay studies how (data-transparently) researchers visualize their quantitative findings and how this affects the impact of academic work. It finds that, compared to articles in field-specific economics journals, articles in economics journals with a broader audience use more figures than tables and that articles visualizing (data-transparently) with figures receive more citations. An online experiment, which manipulates how a fictive study visualizes scientific results, finds that participants assess the internal validity of research as being higher and are more willing to cite research if it visualizes results data-transparently. The findings imply that (data-transparent) visualization can enhance the impact of academic work. / Die Dissertation besteht aus drei Aufsätzen, die die Auswirkungen von Transparenz untersuchen. Im ersten Aufsatz wird analysiert, wie sich die von einer Regierung im Rahmen der öffentlichen Auftragsvergabe geforderte Unternehmenstransparenz auf die Finanzberichterstattung von Unternehmen auswirkt. Lieferanten der Regierung weisen eine höhere Qualität der Finanzberichterstattung auf als Vergleichsunternehmen. Der zweite Aufsatz untersucht, wie Manager auf strengere Transparenzanforderungen in der Pensionsbilanzierung reagieren, wenn diese die Bilanzvolatilität erhöhen. Die Manager nehmen Bilanzanpassungen vor, die die Volatilität reduzieren, was auf eine beabsichtigte Bilanzglättung hindeutet. Der dritte Aufsatz untersucht den Zusammenhang zwischen der Visualisierung von quantitativen Forschungsergebnissen in wirtschaftswissenschaftlichen Zeitschriften und dem Einfluss akademischer Forschung. Economics-Journals verwenden mehr Abbildungen als Business-Journals, was Zitationen zu fördern scheint. Experimentelle Evidenz zeigt weiterhin, dass datentransparente Visualisierungen den Einfluss akademischer Forschung positiv beeinflussen können, dass dies aber auch stark disziplinabhängig ist.