This graphic presents some of the responses by my students when I asked them about their experience as developers for holographic computing. The driving question is: Does developing for holographic computing affect the motivation of high school students to study computer science? While I have a limited sample size, all students surveyed are active developers for holographic headsets and are enrolled in either work based learning classes where they are creating holographic content for real clients or are in game development classes and have started development of specific components for our client projects.

At the beginning of the infographic, I chose to include content about these students' perceptions of how prepared students and schools are for this kind of computing in the future; I made that decision to include their perceptions first because the data says that after having worked with and developed for the hardware, students are skeptical of school's ability to pivot to this kind of tech while they feel that students will adapt quickly. This choice creates an ethos based appeal early on in the graphic, which sets up a different way of thinking about the students' credibility for the rest of the graphs and charts. using human icons in this space humanizes the data and using high contrast for the colors should draw the eye to the important stats (Chibana, 2021). This use of contrast and color is consistently used for the rest of the graphic for both consistency and to create patterns the viewer can understand (Visme, 2017). Interactivity and animations are used to draw attention and provide user interactivity throughout the graphic (Visme, 2017).

While Peyman says that text should be minimized in Visual design principles: 5 things you should know to create persuasive content" (Visme, 2017), I decided that in some cases having a direct correlation between numerical data and student quotes outweighed the potential hit for including text. An important part of the storytelling I wanted to do in the graphic was based on setting up the students as experts, and showcasing their perception of the benefits and challenges of being a student developer in this space both humanizes their responses and shows that there is depth of thought beyond the simple numerical ratings. This is an adaptation of "Embracing Deep-Dive People Stories" (Mastalerz, 2018) but at a much smaller scale. In this case, I thought it was important to set up students as competent reviewers of the technology and its impacts because in many cases it is easy to dismiss student perception on breaking technologies due to their limited exposure to those technologies.

If I were to connect to a larger data set, I would want to connect to data that compares student developer responses at the high school level on a much broader scale or to a set of data for student developers at the collegiate level. Much of the current research is about the impact of using the technologies, not for developing for them, which is what makes it such an interesting topic for me personally.

Chibana, N. (2021, March 21). 5 data storytelling tips for improving your charts and Graphs. Visme Blog. Retrieved February 19, 2022, from https://visme.co/blog/data-storytelling-tips/

Mastalerz, A. (2018, September 18). 8 creative ways to share your user research. Medium. Retrieved February 18, 2022, from https://medium.com/mixed-methods/8-creative-ways-to-share-your-user-research-746fae501e2c

Visme. (2017, March 16). Visual design principles: 5 things you should know to create persuasive content. YouTube. Retrieved February 17, 2022, from https://www.youtube.com/watch?v=lKqqA4fCDzA&t=544s