A comparison of results between interactive and non-interactive forms of visualisation to improve learning : A case study of Te Waihora/Lake Ellesmere, Canterbury, New Zealand

Computer-aided visualisation has been used in a number of natural resource management applications with the aim of enhancing people’s understanding of issues, but little evaluation of the effectiveness of these tools has been undertaken. The purpose of this study was to investigate whether there are significant differences in knowledge acquisition depending on the form in which visualisation of environmental changes is presented, using a case study of Te Waihora/Lake Ellesmere, a broad, shallow lagoon in the South Island of New Zealand. Te Waihora/Lake Ellesmere is separated from the Pacific Ocean by the long narrow sandy Kaitorete Spit. Its unique position allows for it to be opened to the sea periodically to provide drainage and prevent flooding of surrounding farmlands. There is a lack of agreement among the diverse stakeholders regarding the appropriate levels at which the lake level should be maintained throughout the year. We describe an interactive visualisation tool (ElleVis) which shows the effects of different lake opening regimes on lake values at Te Waihora/Lake Ellesmere. The tool allows users to input different opening scenarios and visualise the resulting impact on water levels around the lake at various times. It incorporates historical rainfall data from New Zealand’s National Institute of Water and Atmospheric Research to deliver a graphical map display, including a summary table with a ‘traffic light’ status for lake values - birds, fish, farming and other stakeholder interests at different locations around the lake. The interactive nature of the ElleVis tool allows the stakeholders to compare Te Waihora/Lake Ellesmere under different opening scenarios using one interactive tool. However, it is possible, for example, that providing information about changes in lake behaviour in a carefully and clearly presented non-interactive form may be as successful as providing it in an interactive form of ElleVis. A true experimental design was adopted to measure the knowledge of forty participants (randomly assigned to two test groups) who have various interests at Te Waihora, before and after using their assigned interventions of either –interactive or non-interactive - form of visualisation. Overall, the results of this study show that participants demonstrate a greater knowledge gain through the use of interactive visualisation (M =18.05), than through information provided non-interactively (M =12.45), t (40) =2.663, p < .05). More widely, we think that the findings from this study can stimulate meaningful discussions and dialogue about whether interactive visualisation tools might contribute to assessing understanding in environmental management in situations that involve contested resources or a multiplicity of interests.