Figure 4: Example of an IRC web-based visualization examining the relationship between Facebook
access, gender, and students’ distractibility in class.
Figure 4 provides an example of one of the IRC web-based data visualization tools by showing three
related analyses generated using the tool. The Spring 2013 survey asked students to rate their personal
agreement with the statement: “using a computer in school makes me more distracted”. It is challenging
to convey the dynamic nature of the visualization tools here, but Figure 4 shows three sets of analyses
presented vertically to illustrate the relationship of IRC students’ distractibility in class (presented in the
bottom of figure), their gender (top-represented as donut), and their Facebook membership (middle).
The leftmost column shows the survey responses for the three surveyed items (gender, Facebook, and
distractibility) across all of the surveyed IRC students (n= 5,127). The middle column shows the same data,
but only for the 493 students who responded they “strongly disagreed” that using a computer made them
more distracted in class while the rightmost column shows only those 531 students who responded