| Let’s all move on to the page that looks like this [hold up stimulus]. |
For in-person sessions; ensures participants are all looking at the same thing. |
| Talk me through what you think is happening in this [part of the] image. |
Elicits interpretation of meaning in a more granular way. May need to add “even if it seems really obvious.” |
| Can you please tell me more about that? |
Encourages participant to elaborate further. |
| What are you looking at in the image that led you to that conclusion? |
Helps to tease out if participant’s comment is based on stimulus or something else, like prior knowledge. Can also help identify graphical elements that may be misleading. |
| What caught your attention first/stood out to you the most? |
Pinpoints the parts of the stimulus that are most salient for the participant. Ideally, these are associated with the most important ideas/content rather than content of lesser importance. |
| How would you explain this to a loved one in your own words? |
Good for visualizations that contain a lot of information because it helps identify the viewer’s main takeaways. |
| Was any of this information new or surprising to you? |
Novel information is often the most important target for comprehension support with visualizations. Helps the session leader ask more focused comprehension assessment prompts. |
| That is a really interesting idea. Do you think others would see this in the same way? |
Validates a participant’s contribution while prompting them to reflect on how widely shared their opinion might be. Useful for comments that one suspects might not generalize well. |
| Are there any words that we should change to make them more understandable to other people in your community? |
Preserves participant dignity by providing socially acceptable cover for raising concerns about difficult words. Participants might respond, “I understand this, but some of our older folks might not.” |
| What questions do you still have after looking at this information? Is there anything missing? |
Identifies gaps in the content. |
| The next pages all show the same information. Take a look at all of them and then we’re going to vote by show of hands for which you like best. |
Re-orients participants to a new task, eg, from elicitation of meaning to expressing preference between options. |
| I’d like to hear from someone new on this one. |
Encourages participation from quieter members of the group, especially if others are dominating the conversation. |
