2025Activity reportProject-TeamBIVWAC
RNSR: 202424473B- Research center Inria Centre at the University of Bordeaux
- In partnership with:CNRS
- Team name: Building Immersive Visualizations for Welfare, Awareness, and Comprehension
- In collaboration with:Laboratoire Bordelais de Recherche en Informatique (LaBRI)
Creation of the Project-Team: 2024 January 01
Each year, Inria research teams publish an Activity Report presenting their work and results over the reporting period. These reports follow a common structure, with some optional sections depending on the specific team. They typically begin by outlining the overall objectives and research programme, including the main research themes, goals, and methodological approaches. They also describe the application domains targeted by the team, highlighting the scientific or societal contexts in which their work is situated.
The reports then present the highlights of the year, covering major scientific achievements, software developments, or teaching contributions. When relevant, they include sections on software, platforms, and open data, detailing the tools developed and how they are shared. A substantial part is dedicated to new results, where scientific contributions are described in detail, often with subsections specifying participants and associated keywords.
Finally, the Activity Report addresses funding, contracts, partnerships, and collaborations at various levels, from industrial agreements to international cooperations. It also covers dissemination and teaching activities, such as participation in scientific events, outreach, and supervision. The document concludes with a presentation of scientific production, including major publications and those produced during the year.
Keywords
Computer Science and Digital Science
- A3.1. Data
- A5.1. Human-Computer Interaction
- A5.1.1. Engineering of interactive systems
- A5.1.2. Evaluation of interactive systems
- A5.1.6. Tangible interfaces
- A5.1.8. 3D User Interfaces
- A5.1.9. User and perceptual studies
- A5.2. Data visualization
- A5.6.1. Virtual reality
- A5.6.2. Augmented reality
Other Research Topics and Application Domains
- B2.1. Well being
- B3.1. Sustainable development
- B3.6. Ecology
- B9.1. Education
- B9.2. Art
- B9.3. Medias
- B9.5.1. Computer science
- B9.5.3. Physics
- B9.5.6. Data science
- B9.6.1. Psychology
- B9.6.11. Information and communication science
- B9.7. Knowledge dissemination
- B9.8. Reproducibility
1 Team members, visitors, external collaborators
Research Scientists
- Martin Hachet [Team leader, INRIA, Senior Researcher, HDR]
- Benjamin Bach [INRIA, Senior Researcher, from Oct 2025, HDR]
- Benjamin Bach [INRIA, ISFP, until Sep 2025, HDR]
- Pierre Dragicevic [INRIA, Researcher, HDR]
- Yvonne Jansen [CNRS, Researcher]
Post-Doctoral Fellows
- Eugenie Brasier [INRIA, Post-Doctoral Fellow]
- Leni Yang [INRIA]
PhD Students
- Vincent Casamayou [UNIV BORDEAUX]
- Valentin Edelsbrunner [INRIA]
- Aymeric Ferron [INRIA]
- Juliette Le Meudec [INRIA]
- Maudeline Marlier [SNCF, CIFRE, until Feb 2025]
- Leana Petiot [INRIA]
- Emma Tison [UNIV BORDEAUX, until Aug 2025]
Technical Staff
- Adrien Corn [INRIA, Engineer]
- Justin Dillmann [INRIA, Engineer, until Oct 2025]
- Thibaud Mornet–Blanchet [INRIA, Engineer, until Nov 2025]
Interns and Apprentices
- Alonso Almendras Troncoso [INRIA, Intern, from Feb 2025 until May 2025]
- Ophely Delagneau [INRIA, Intern, from Nov 2025]
- Ana Sofia Gonzalez Patino [INRIA, Intern, until Mar 2025]
- Karl Kanaan [UNIV BORDEAUX, Intern, from Jun 2025 until Jul 2025]
- Lucine Polman [UNIV BORDEAUX, Intern, from Jun 2025 until Jul 2025]
Administrative Assistant
- Anne-Lise Pernel [INRIA]
Visiting Scientists
- Tim Dwyer [UNIV MONASH, from Mar 2025 until May 2025]
- Jinrui Wang [UNIV EDINBURGH, from Oct 2025 until Nov 2025]
2 Overall objectives
Many data sets and real-world phenomena are difficult for non-experts to understand. As a result, there is often a distance between the knowledge and the audience, who may have difficulty in making correct inferences and acting accordingly. The overall objective of Bivwac is to bridge the gap between data and action by studying new tools and methods that can help practitioners to better explain data and phenomena in various domains. Our main motivation is to contribute to the dissemination of knowledge in our societies, which can lead to better informed decisions and actions.
For example, a lot of scientific data and predictive models are concerned with environmental issues. However, there are many misconceptions among the general public and it is often difficult to relate relevant information to peoples' everyday experiences. The same holds for mental health, where it can be difficult to develop a good understanding of disorders without experiencing what patients live every day. As a result, many misconceptions, fears, and stigmas tend to exclude part of the world’s population. In terms of general education, many complex topics, such as emerging scientific disciplines (e.g., quantum physics), are reasonably well understood by experts but are still beyond the reach of most students. Again, this is largely due to the abstract and complex nature of the underlying phenomena, which makes them difficult to access with current tools.
Bivwac explores how to make such complex data and phenomena more accessible, understandable, and impactful. Therefore, we focus on the design, implementation, and evaluation of immersive visualization experiences. Immersive visualization—visualization in augmented reality (AR), virtual reality (VR), large-wall displays, physicalizations and generally using any technology that brings users closer to the digital content offer promising ways to experience, understand, and explore data and complex phenomena. Yet, the design of such applications is under-researched. By identifying the factors that determine the success of immersive visualization experiences and by creating new tools that help to transfer and promote useful knowledge, we hope to contribute to moving the world towards a more sustainable and collectively desirable future, in line with the United Nations Sustainable Development Goals.
3 Research program
Bivwac's research and overall methodology can be described along three main directions (or pillars): devising theories and understanding domains, designing and implementing interventions and techniques, and surfacing empirical evidence through rigorous experimentation. These three pillars are equally important and tightly linked (Figure 1); although it is possible to obtain intermediate results by focusing on each of the pillars independently, big advances will be possible only if we tackle the research challenges in a holistic manner. Hence, we adopt an iterative process with multiple back-and-forth actions between theory and observations, the creation of technology, and evaluations of the proposed interventions and techniques. Such a process is a standard approach for research in Human-Computer Interaction. The remainder of this section details each of these pillars and our respective methods.
The figure shows the three pillars of our research program and their respective relationships: each one having some (undefined) relation with each other. The figure is a schema with three text boxes and the respective arrows connecting them in both directions.
3.1 Structured theory and domain analysis
This pillar consists in identifying and understanding the current state of knowledge, available data and practices, as well as the challenges that are linked to the application domains we target, for example, in the form of literature reviews in our scientific field, as well as related domains such as economy, environmental sciences, psychology and education. A multidisciplinary approach with colleagues in these domains allow us to identify challenges and opportunities, which will result in the building of conceptual frameworks and research hypotheses.
For example, the goal in one of our PhD projects is to make quantum physics more accessible, and to encourage students to explore this strategic subject in more depth. To that end, we learn what quantum physics is, we discuss with teachers and students to identify the current barriers to understanding in a bottom-up approach, and we explore the literature in education.
This theoretical pillar informs the other two pillars, but is also informed by them. Indeed, the tools we develop and the experiments we conduct help us refine our theories, both by providing answers to our research questions and by revealing possibilities we had not considered before (e.g., new types of designs and new research questions).
3.2 Creative Design and implementation
This second pillar focuses on the effective creation of immersive visualization experiences, interventions, and techniques. Numerous ingredients contribute to the creation of such experiences. At a design level, it is fundamental to clearly identify what a given experience is expected to produce: elicitation of emotions, support for learning, enhanced collaboration between participants, and so on. This will lead to the emergence of ideas that we will seek to materialize through research prototypes. Concretely, brainstorming, ideation sessions, and focus groups are tools that will help us to stimulate, possibly with collaborators from other domains, the creation of (disruptive) ideas. This ideation process is often conducted directly with practitioners or citizens, as we are currently doing with students in psychology to create a tool dedicated to the lack of awareness in schizophrenia (see LiveIt project). Because we target technologies that may contribute to enhancing immersiveness, we will base our developments on unconventional input and output modalities that may go beyond the limits of current desktop systems.
Besides a focus on technolgy, we also explore new approaches making use of data storytelling, a relatively young research field whose objective is to improve the understanding of data and phenomena by walking a viewer through the data or phenomenon gradually. Data storytelling is an approach that aligns well with Bivwac's objectives. Not only do we take inspiration from the approach in our research, we also extend it through our research, given that it is still a nascent area with many unexplored opportunities and unanswered research questions.
For the design of interventions and techniques, we adpot an iterative process that moves us progressively from low-fidelity towards high-fidelity prototypes which we then test during evaluation sessions (see Pillar 3). Where sensable, we put effort in making our tools and methods available, so other researchers can benefit from our know-how, and replicate our technological environments for their own research. Successful designs can also be used outside the lab, and in some cases, can potentially be transferred, as we did in the past in the Potioc Inria team.
3.3 Rigorous Experimentation
The third pillar concerns experimental work to evaluate our designs (Pillar 2) through experiments with humans. This allows us to refine our prototypes and to compare them to the state of the art. This also allows us to better understand the factors that impact the understanding or engagement of users for given information types and tasks. All members of Bivwac are highly familiar with such experimental work which is central to HCI and visualization research. Designing solid and informative user experiments is a research challenge in itself, and a constant concern that drives our research group.
Controlled lab experiments allow to assess low-level mechanisms such as the ability of the human visual system to perceive such or such stimuli among other distractive stimuli. Other kinds of lab experiments can assess the usability of a new system more broadly as well as the cognitive demand involved in its usage. Finally, we conduct higher level experiments to evaluate to which extent a given system facilitates the understanding of abstract phenomena or to understand if participants change their behavior after having attended one of our immersive visualization experiences.
4 Application domains
Bivwac is interested in application domains where there exists data and knowledge that are difficult to comprehend by non-experts, and where better education is likely to bring positive societal consequences. We chose to focus on domains that we currently think are the most likely to contribute to building a sustainable and collectively desirable world as laid out by the United Nation as Sustainable Development Goals (SDG), since those tend to be the most meaningful and the most inspiring to us, as reflected by our choice of terms in the BIVWAC acronym: Welfare, Awareness, Comprehension. Our main application domains include:
Environment
Environmental issues are a key domain as rapid global action is required and any approach that could help to mitigate the crisis deserves to be explored. We are looking at how to help practitioners better educate citizens, politicians, and decision makers for the promotion of pro-environmental decisions and actions as laid out by environmental sciences experts (e.g. IPPC) and government agencies such as ADEME. We consider data and phenomena at different levels; at a microscopic level we focus on specific problems (e.g. understanding the relative importance of carbon footprint for different meals); at a more macroscopic level where we try to convey a more global picture of available knowledge (e.g. better understanding the causes and consequences of global warming, the different levers of change, and the diverse implications of policies).
Education
We are interested in education in general, in particular when knowledge is difficult to transmit with standard methods and user interfaces. As an example, we have worked on the teaching of wave optics for several years, and we have built a new interactive tool that goes beyond the limits of current teaching approaches. We continue and extend this work in various areas, including quantum physics and collaborative learning, as well as education for visualization and data literacy.
Global Welfare
Global welfare can be broken down into several directions of research. We have started exploring how immersive AR visualizations can help people better understand what schizophrenia is, with the final goal of reducing stigma. Other research directions relate to humanitarian visualizations where we want to study how immersive visualization experiences can be used to help reduce global suffering.
For these application domains, the challenge is to engage people in a process of learning, to promote a comprehensive understanding of poorly-understood phenomena, to encourage discussions and reflections between citizens or, potentially, to favor a real change in people’s behaviors. This differs from what is generally studied in more traditional contexts where productivity is often a target (optimize completion time, minimize error rate).
5 Social and environmental responsibility
Bivwac was created with the motivation to contribute to the major challenges linked to environmental and social issues, as detailed in Section 4. The team's objectives align with multiple of the United Nations Sustainable Development Goals (SDGs). Examples of projects that are directely related are Live-It8.2 (Global welfare, SDG #3), BeAware, visualization atlases 8.9 (Environment, SDG #13 #14 #15), or ICARE8.7 and HOBIT8.1 (Education, SDG #4).
In 2025, we started the collaborative project Comedo, part of the ACT project of Université de Bordeaux, with Institut des Transitions and in collaboration with the CROUS. The objective is to reduce the CO2 impact that is linked to food consumption in collective restaurants. See Section 8.3.
BIVWAC is one of the signatories of Charte d’engagement « Labos en transitions » des structures de recherche du site universitaire de Bordeaux et de leurs établissements de rattachement.
6 Highlights of the year
- The team organized TEI 2025 in Bordeaux, the international conference dedicated to tangible, embedded, and embodied interaction. See website.
- Benjamin Bach has been promoted to a senior research position (DR2)
6.1 Awards
Two best papers - honorable mention awards - in major venues in HCI and Visualisation:
- Léana Petiot, Hélène Sauzéon, Pierre Dragicevic. The Effect of Augmented Reality on Involuntary Autobiographical Memory. CHI 2025 - Conference on Human Factors in Computing Systems 23
- Valentin Edelsbrunner, Jinrui Wang, Alexis Pister, Tomas Vancisin, Sian Phillips, et al.. Visualization Badges: Communicating Design and Provenance through Graphical Labels Alongside Visualizations. IEEE Transactions on Visualization and Computer Graphics, 32 (1) - [VIS 2025 award] 11
7 Latest software developments, platforms, open data
The main softawre tools that have significatively evolved in 2025 are the following:
- In Shire, we concentrated in features dedicated to Quantum physics education (see Section 8.1).
- LiveIt has been refined to assess how an AR simulation can contribute to mental health students training. (see Section 8.2)
- VRAC is an extension of our initial ARWAV tool dedicated to concrete visualisation in AR.
- The UK Co-benefits Atlas is an open data platform visualizing the co-benefits of reducing CO2 in the UK.
7.1 Latest software developments
7.1.1 SHIRE
-
Name:
Simulation of Hobit for an Interactive and Remote Experience
-
Keywords:
Unity 3D, Optics, Education
-
Functional Description:
SHIRE is the desktop version of the HOBIT platform. It allows building experiments in wave optics and quantum physics. With this pedagogical tool, students can prepare or continue practical work at home. SHIRE can also be used in a collaborative mode, where several instances of the software are connected.
-
Contact:
Vincent Casamayou
-
Participant:
5 anonymous participants
7.1.2 LiveIt
-
Name:
LiveIt
-
Keywords:
Simulator, Augmented reality, Education, Schizophrenia
-
Functional Description:
LiveIt is an augmented reality educational tool designed to raise awareness of schizophrenia among mental health students. It simulates several positive and negative symptoms of the disorder, such as auditory hallucinations and lack of energy, within an environment that blends the real world with virtual elements.
The system uses the Meta Quest 3 headset in video passthrough mode: users see their real environment enhanced with virtual elements, including a virtual computer on which they complete an assignment and a virtual television displaying content related to their responses. These elements, combined with spatialized voices, recreate experiences characteristic of the disorder while maintaining a connection to the physical world.
Developed in Unity, LiveIt is portable and easy to deploy. It can be used for awareness or training sessions, either individually or in groups.
-
Release Contributions:
Usable tool, with two scenes
- URL:
-
Contact:
Martin Hachet
-
Participant:
5 anonymous participants
-
Partners:
Inria, Université de Bordeaux
7.1.3 VRAC
-
Name:
Concrete augmented reality visualizations
-
Keywords:
Augmented reality, 3D visualisation, Unity 3D, Data visualization
-
Functional Description:
This tool allows users to import datasets and 3D models to create augmented reality scenes. For each data point, the user assigns a visualization from those defined by the tool (Stack, Grid, Flux), adjusts its parameters, associates a 3D model, and adds it to their scene. The compositions are saved and can be shared among users of the tool.
-
Release Contributions:
Initial release
-
Contact:
Adrien Corn
7.2 New platforms
- The UK Co-benefits Atlas is an interactive online visualisation atlas presenting and explaining data on the potential socio-economic impacts of achieving climate action targets in the UK. The data includes 11 co-benefits and co-costs of climate actions for over 46,000 data zones, connected with 17 socio-economic attributes. Analyses and visualisations aim to make these data accessible, understandable, and useful for businesses, investors, researchers, third sector organisations and policymakers across Scotland and the wider UK: https://ukcobenefitsatlas.net.
7.3 Open data
Bivwac shared research material on the Open Science Framework (OSF) platform:
- https://osf.io/n4p5c/ – Pre-registration, data, statistical analyses, stimuli and questionnaires, experiment code, and videos for the TVCG paper Investigating the Effects of Augmented Reality on Message Credibility When Visualizing Environmental Impacts, co-authored by Aymeric Ferron , Ambre Assor , Pierre Dragicevic , and Yvonne Jansen12.
- https://osf.io/6vhwn/ – Pre-registration, data, stimuli, interview material, and system source code for the IMWUT paper Using Real-time Auditory Feedback for the Reduction of Unwanted Words in Daily Communication co-authored by Youpeng Zhang, Ashwin Ram, Shengdong Zhao, and Nuwan Janaka, and Pierre Dragicevic15.
- https://osf.io/gscpv/ – Data, analysis scripts, and preregistration for the CHI 2025 paper The Effect of Augmented Reality on Involuntary Autobiographical Memory, co-authored by Léana Petiot , Hélène Sauzéon and Pierre Dragicevic23.
- https://osf.io/cvum9/ – Preregistration for the VRST 2025 paper Animated Transitions for Abstract and Concrete Immersive Visualizations: A Design Space and Experiment, co-authored by Ambre Assor , Martin Hachet , Arnaud Prouzeau and Pierre Dragicevic16.
8 New results
8.1 Quantum physics education
Participants: Vincent Casamayou, Justin Dillmann, Martin Hachet.
External collaborators: Lionel Canioni [Univ. Bordeaux].
The image shows a Hanbury Brown Twiss experimental setup. In panel a, there is an optical bench with detectors and light paths. Panel b displays a detector interface showing temporal detections from different light sources. Panel c illustrates the calculation of the second-order correlation function, with a graph plotting correlation against time delay. The process involves observing detections and calculating the correlation function. (Description generated at January 15th, 2026 by Albert AI with the model Mistral-Small-3.2-24B)
Following our work related to the teaching of wave optics where we developped the SHIRE system 10, we have focused this year on facilitating quantum physics education.
Quantum physics is currently evolving with the emergence of new quantum technologies that open a wide range of opportunities for future concrete applications. However, the actual development of such promising applications requires new generations of students to be trained, not only as researchers, but also as engineers and technicians. To reach this goal, education in quantum physics plays a central role and should evolve to meet these emerging needs. The problem with quantum physics education lies in underlying concepts that are often abstract, counterintuitive as well as theories that stand on a complex mathematical ground. Among the tools that help students to build complex knowledge, experimental practices and digital materials have shown undeniable benefits toward student conceptual understanding. In this direction, we have proposed new approaches that blend experimental practice and conceptual learning of quantum physics based on a real-time digital simulation of quantum optics experimental setups through multiple formats (tangible and completely digital). In addition to the practical advantages (cost, implementation), this approach enables the simulation to be enhanced by adding pedagogical information that links the concrete experiment to its theoretical foundation (e.g Hanbury Brown Twiss experiment illustrated in Figure 2).
In December 2025, Vincent Casamayou defended his PhD thesis dedicated to HQBIT.
8.2 Assessing how AR can help to understand schizophrenia
Participants: Emma Tison, Justin Dillmann, Martin Hachet.
External collaborators: Arnaud Prouzeau, Antoinette Prouteau [Univ. Bordeaux].
In an interior setting, two women are visible. One woman is sitting on a chair with her headset on, possibly listening to something. She is looking towards the other woman who is seated at a table, wearing a virtual reality headset, and using a keyboard. There is a small table with some papers and a smartphone between them, and a large window is in the background. The room appears to be a modern office or study space. (Description generated at January 15th, 2026 by Albert AI with the model Mistral-Small-3.2-24B)
We have continued our work on the LiveIt project.
First, we conducted a survey with students to understand how augmented reality appears relevant for mental health training and destigmatization of schizophrenia. This work has just been accepted and will be published in the journal ”Annales médico-psychologiques”
Second, we conducted a user study that compared the effects on stigma and perceived contribution to training of two conditions of immersion in a schizophrenia simulation (first-person vs. observer). We assessed the added value of a post-simulation debriefing focused on personal recovery. We also evaluated the medium-term effects (one month later), and explored underlying mechanisms such as empathy and relatability. A total of 250 students from psychology, medicine, occupational therapy, and nursing participated, divided into two groups: one immersed in an AR simulation (1P) and the other observing (3P). After the simulation, a debriefing included a video testimony about personal recovery. Results showed that 1P participants felt more immersed, identified more with the simulated person, and experienced greater personal distress. They also reported a higher perceived training benefit immediately after the simulation, which increased further after the debriefing. Stigmatization decreased post-debriefing, but some stigmatizing attitudes resurfaced after one month, except for the stereotype of incompetence, which continued to decline. Key findings highlight that participants with higher relatability to the simulated person showed consistently lower social distance and greater perceived training benefit. Perspective-taking and personal distress were also linked to improved understanding and professional confidence. These results suggest that AR simulations, combined with debriefing and testimonials, can enhance both training outcomes and destigmatization efforts. The study underscores the potential of relatability, perspective-taking, and controlled personal distress as levers for improving health professional training and reducing stigma around schizophrenia.
In December 2025, Emma Tison defended her PhD Thesis dedicated to this topic.
8.3 Participatory Data Physicalization of CO2e Emissions for Dietary Choices in Collective Catering Settings
Participants: Eugenie Brasier, Pierre Dragicevic, Yvonne Jansen, Martin Hachet.
In the image, a man and a woman are interacting with a wooden educational board. The board has four circular symbols at the top: a cowhead (hidden behind a person's head), a pig head, a chicken & fish, and a vegatarian V. Below these symbols, there are four vertical sections containing red and blue tokens which were added people. The column in which they were added indicates their main protein source for their lunch choice while the color indicates a response to a “question of the day”.' A vertical ruler on the left side of the board provides a scale for the total amount of greenhouse gas emissions by the respective protein choices. Two people are in fron of the panel to add their data and discuss the differences in GHG emissions between protein choices. (Initial version of the description generated at January 15th, 2026 by Albert AI with the model Mistral-Small-3.2-24B and then heavily edited for correctness.)
As part of the Comedo project, we are exploring new participative visualisation interfaces to encourage sustainable dietary choices in collective catering settings. In particular, in a workshop publication 30, we present the design and early on-site deployment of a participatory data physicalization in which patrons of a collective restaurant report their dietary choices and view their associated carbon footprint. We describe our design process, our first prototype, and lessons learned from a week-long test. We conclude with practical insights for future iterations and directions for further research.
We are continuing our investigations with CROUS and collegues from education sciences for the assement of the approach in large scale restaurants dedicated to students
8.4 Investigating the Effects of Augmented Reality on Message Credibility When Visualizing Environmental Impacts
Participants: Aymeric Ferron, Pierre Dragicevic, Yvonne Jansen.
External collaborators: Ambre Assor.
The four visualizations that were compared in our experiment. The first one shows a regular bar chart. The second shows a so-called concrete visualization viewed through an augmented reality headset. It uses common physical objects with known volumes to indicate water quantities needed to produce different food items. It uses four different objetcs: 100l troughs, 10l buckets, 1l bottles and 250ml cups which are arranged in a grid to facilitate comparisons between different data points. The third visualization shows the regular bar chart, but viewed through an augmented reality headset and the fourth visualization shows an on-screen rendering of the concrete visualization with an avatar added next to it as a size comparison.
Augmented reality (AR) has increasingly been used to communicate environmental impacts, offering greater engagement than conventional displays. However, its effect on message credibility—how much people believe in the content of the communication—remains unclear. In a preregistered study, we compared the perceived credibility of environmental information presented via visualizations on an AR headset or a desktop display. We created display-specific visual encodings (3D concrete for AR, 2D bar charts for desktop) and added two control conditions to cross display and encoding. We found no difference in message credibility between AR and desktop, though concrete AR was rated most engaging. This work was published as a journal article 12 and presented at the IEEE VIS conference in Vienna. Additionally, we provided rich supplementary material for this study on OSF.
8.5 AROM: Rambling Along Data in Augmented Reality to Explore Large Order of Magnitude Values
Participants: Aymeric Ferron, Yvonne Jansen, Martin Hachet.
The image consists of three labeled sections. (A) depicts an atrium in which three columns of a bar chart are rendered in an augmented reality overlay. The bars reach up several floors high. (B) shows an outdoor view of a small parking with similar bar chart overlays but here laid out horizontally, stretching into the distance. (C) illustrates another outdoor scene with a parking area alongside a building on top of which a scatterplot overlay is shown in augmented reality.
Datasets containing values spreading over several orders of magnitude are challenging to visualize and known visualization techniques can be difficult for non-experts. We have explored the concept of AROM -augmented-reality visualizations scaled across several meters- which invites people to walk around the physical space to get a sense of differences in order of magnitude of the visualized data (Figure 6). This year, we have explored several configurations, and we have discussed challenges and future research opportunities that we discuss in 28
Related to visualization of data in XR, we also published a work with our colleagues Michael McGuffin from ETS Montreal, and Ambre Assaor and Arnaud Prouzeau from Inria Saclay, focused on transitions between abstract and concrete visualizations 16
8.6 Exploring Public Engagement with Scientific Information through Serious Game Design Workshops
Participants: Emilie Clément, Yvonne Jansen.
External collaborators: Raphaëlle Bats [Université de Bordeaux, URFIST], Mathilde Garnier [Université de BOrdeaux, URFIST].
Two photos taken during workshops. On the left, a person is holding a printout with charts from one of the booklets given to participants. On the right, a person is standing in front of a whiteboard while discussing with another participant properties of a game that they are developing on the topic of oak gland development.
We explored the use of Serious Game Design Workshops as a tool for engaging citizens in the dissemination of scientific knowledge to the public. Using research data on forest ecosystems and their dynamics, we ran four workshops which sought to bridge the gap between complex environmental information and public understanding. During these workshops, a total of 88 participants—all non-experts concerning forest ecosystems—created storyboards for 20 diverse game concepts which to varying degrees integrated scientific content into different types of gameplay. A preliminary analysis of the produced game concepts suggest that our workshops were able to foster creativity, enhance environmental education, and promote public engagement with scientific knowledge. However, challenges such as variability in participants’ prior knowledge and workshop materials affected outcomes. We conclude by discussing future refinements and suggesting methods to improve the educational and communicative potential of serious games workshops for scientific dissemination. The work was presented in the form of a poster at the TEI'25 conference 31.
8.7 Studying Virtual Workspace Configurations for Collaborative Hands-On Learning
Participants: Juliette Le Meudec.
External collaborators: Arnaud Prouzeau, Anastasia Bezerianos [EPI ILDA - Inria Saclay].
The image depicts three stages of a table setup. Initially, a table is shown with various items including a box and some small objects scattered around it. In the second stage, the table is tidied, with items neatly arranged on it. In the final stage, the table is positioned against a brick wall, with more items, including a small staircase, beside it. The drawings are in black and white with minimal color highlights. (Description generated at January 15th, 2026 by Albert AI with the model Mistral-Small-3.2-24B)
Most work on collaborative immersive systems mimics real-world settings, using fully shared virtual workspaces that foster close collaboration. However, recent work in educational contexts using remote desktop environments suggests these shared approaches may not be optimal for learning, as it showed that individual workspaces lead to better learning outcomes. We have investigated whether individual workspaces also lead to better outcomes in a collaborative VR learning environment. We compared three distinct workspace configurations in a problem-solving task: (1) a fully shared environment where two users work on the same materials, (2) a replicated environment where each user has their own copy of the materials but can still see their partner and their workspace, and (3) a separated environment where users cannot see each other nor each other’s workspace and each has individual materials (see Figure 8). We evaluated how these configurations influenced collaborative interaction, problem-solving strategies, and learning. Our results suggest the replicated workspace reduced social experience and did not improve learning outcomes compared to the shared one, however, it allowed broader exploration of the problem space 20.
8.8 Treeam: an Immersive and Collaborative Serious Game About Trees and Forest
Participants: Juliette Le Meudec, Vincent Casamayou, Adrien Corn, Justin Dillmann, Aymeric Ferron.
Four screenshots of the game
Five members of the Bivwac team participated to the IEEE VR 2025 contest where they presented a demo that is described in 21.
The interactions between trees in the forest have raised questions about their potential collaborations and environmental adaptation. Addressing these themes, we introduced Treeam, an immersive serious game that simulates the internal functioning of trees through collaborative gameplay (Figure 9). We discussed the game’s mechanics, emphasizing its role in raising environmental awareness. We conclude with a critical analysis of the game’s limitations and propose directions for future development and research questions.
8.9 Visualization Badges: Communicating Design and Provenance through Graphical Labels Alongside Visualizations
Participants: Valentin Edelsbrunner, Benjamin Bach.
External collaborators: Jinrui Wang [University of Edinburgh], Alexis Pister [City University], Sian Phillips [University of Edinburgh], Thomas Vancisin [University of Edinburgh], Min Chen [Oxford University].
The image shows a detailed analysis of a data visualization tool with various labels categorizing features and characteristics of the tool. The categories include "Context," "Interaction," "Visual Encoding," "Analysis," and "Data." Each category lists specific attributes marked with icons indicating their status as positive (checkmark), potential issue (exclamation mark), or neutral (information icon). The attributes cover aspects such as geographical filtering, expert-level content, interaction capabilities, visual encoding techniques, data analysis methods, and data quality. The right side of the image shows a sample visualization with key elements highlighted, demonstrating how the attributes apply in practice. (Description generated at January 15th, 2026 by Albert AI with the model Mistral-Small-3.2-24B)
This year, we intoduce Visualization Badges 11, graphical labels shown alongside visualizations to communicate provenance and design considerations to enhance understandability and transparency. Badges may, for example, highlight a major finding, disclose that an axis has been truncated, or warn of possible visual artifacts. Inspired by nutrition and energy labels on product packaging, visualization badges aim (i) to allow visualization authors to justify and disclose analysis and design decisions and (ii) to make readers aware of important information when viewing and interpreting visualizations. Collectively, visualization badges aim to foster trust in visualizations and prevent readers from drawing incorrect conclusions. Based on a series of co-design workshops, we define and evaluate the concept of visualization badges and formulate a conceptual framework for analysis, application, and further research. Our framework includes a catalog of 132 visualization badges, categorization schemes, design options for their visual representations, applied visualization examples, and guidelines for their use. We hope that visualization badges will help communicate data and collectively improve communication, visualization literacy, and the quality of visualization techniques. Our badges, workshops, and guidelines can be found online at https://vis-badges.github.io.
8.10 What Can Visualization Research Do for Climate Change? A Workshop Report
The image shows two people interacting with a large digital display at a NASA exhibit. The display provides information about Earth's current environmental conditions, including air quality models, global temperature, sea level, carbon dioxide, methane levels, Arctic sea ice extent, ice sheets, and ocean warming. There is also a section titled "Earth Now" with a description of NASA's Earth-observing fleet and an "Image of the Day" depicting shrinking lakes in the Kashmir region. The time and date on the screen indicate it is June 13, 2023, at 6:36:28 PM. (Description generated at January 15th, 2026 by Albert AI with the model Mistral-Small-3.2-24B)
Participants: Benjamin Bach, Yvonne Jansen.
External collaborators: Eleni Kostis [NASA Goddard Space FLight Center], Fanny Chevalier [University of Toronto], Mark SubbaRao [NASA Goddard Space FLight Center], Robert Soden [University of Toronto].
Data visualization can translate abstract data into compelling narratives and increase understanding of the complex transformations happening on Earth as a consequence of human industrial activity. How can we harness visualization’s full potential to inform and inspire our generation toward environmental awareness and stewardship? In this work 14, we report on insights and key challenges from our 2024 IEEE VIS workshop on Climate Action and Sustainability whose submissions paint a rich picture of the current, yet still nascent, landscape of how the field of visualization can help empower people to take meaningful steps toward environmental stewardship. Drawing from the presented works and the collective workshop discussions, we propose future research directions and invite the visualization community, both researchers and practitioners, to join this vital effort in addressing one of our planet’s greatest challenges.
8.11 Towards Collective Storytelling: Investigating Audience Annotations in Data Visualizations
The image shows a visualization tool where users can share and read personal moments during the COVID-19 pandemic. It includes a timeline of global cases with user-submitted stories pinned to specific dates. The left side enables filtering by country or hashtag. The right section describes two studies: one on how users interact with and add annotations to the visualization, and another on audience engagement, showing how readers find moments relatable and connect empathetically with others’ experiences. (Description generated at January 15th, 2026 by Albert AI with the model Mistral-Small-3.2-24B)
Participants: Benjamin Bach.
External collaborators: Tobias Kauer [University of Edinburgh], Marian Dörk [University of Applied Sciences Potsdam].
This work investigates personal perspectives in visualization annotations as devices for collective data-driven storytelling 13. Inspired by existing efforts in critical cartography, we show how people share personal memories in a visualization of COVID-19 data and how comments by other visualization readers influence the reading and understanding of visualizations. Analyzing interaction logs, reader surveys, visualization annotations, and interviews, we found that reader annotations help other viewers relate to other people's stories and reflect on their own experiences. Further, we found that annotations embedded directly into the visualization can serve as social traces guiding through a visualization and help readers contextualize their own stories. With that, they supersede the attention paid to data encodings and become the main focal point of the visualization.
8.12 Instructional Comics for Self-Paced Learning of Data Visualization Tools and Concepts
The image illustrates design decisions for creating instructional content in comic format. It highlights nine key principles: organizing content into chunks, using informal conversational style, minimizing embellishments, using simple layouts, avoiding clutter, distinguishing different types of text, grouping with headings, using flowcharts to depict branching paths, and employing a sketchy style. Four different comic layouts are created based on these principles and are followed by user study feedback. (Description generated at January 15th, 2026 by Albert AI with the model Mistral-Small-3.2-24B)
8.13 Understanding Large-Magnitude Data through Time and Effort
Participants: Leni Yang, Aymeric Ferron, Yvonne Jansen, Pierre Dragicevic.
Three examples of visualizations requiring time and effort to perceive the values being communicated. Left: a walkable chart painted on a bike lane with a total length of more than 100m. Middle: a video of a virtual world experience assembling 8 million people in the same area. Right: a timeline of victims to COVID-19 where time is going from the top to the bottom and each row shows in the forms of dots the number of people dying that day in the USA.
People often struggle to interpret data with extremely large or small values, or ranges spanning multiple orders of magnitude. Traditional approaches, such as log scales and multiscale visualizations, but some emerging designs take a different approach: they use motion to let viewers gradually experience magnitude—for example, interactive graphics that require long scrolling or street paintings stretching hundreds of meters (14). We coined the tantative term mark scanning to describe this largely underexplored strategy, which offers new opportunities for visualization design. Such designs explore how data visualizations that deliberately demand more time and effort—rather than prioritizing speed—can enhance communication, particularly for conveying scale, magnitude, and environmental issues. In particular, we considered strategies where extended interaction and motion let viewers viscerally experience data magnitudes and magnitude differences.
In 2025, we published a position paper 26 that challenges the emphasis on fast, effortless data visualizations, showing that designs which deliberately increase reading time and effort can better support communication. Figure 14 shows three examples. In the position paper, we illustrated the concept using this and two additional examples visualizing environmental issues, arguing for greater attention to such designs in the visualization community, and highlighting future research opportunities.
We also extensively worked on a survey, design space, and conceptual analysis on the design strategy more broadly. Based on an analysis of existing examples and additional ones generated through brainstorming, we compiled a corpus of 55 real-world and hypothetical cases. From this corpus, we derived a design space of ten design dimensions, providing a shared vocabulary, inspiration for novel techniques, and a foundation for empirical evaluation. An online corpus is also available for exploration: markscanning.github.io. This work is currently under review.
8.14 Using Visual Cues to Prevent Memory Confusion Between the Virtual and the Real in Augmented Reality
Participants: Léana Petiot, Pierre Dragicevic, Thibaud Mornet-Blanchet.
External collaborators: Hélène Sauzéon [Inria Flowers].
A real and a virtual object
As augmented reality technologies advance, the potential for creating hyper-realistic experiences grows, raising concerns about users confusing virtual content with reality. As part of the AEX I-am project, we explored ways to mitigate source confusion, a form of false memory where virtual content is misremembered as real and vice-versa. Building on previous studies on source confusion, we proposed a methodological framework for evaluating the capacity of visual cues to reduce source confusion in augmented reality 24. We also conducted a survey of how augmented reality content is depicted in fiction (15), whose preliminary results will soon be released. An initial study looking at whether the strength of visual cues can reduce source confusion is on-going and its results will be submitted to a psychology journal in 2026.
8.15 Incorporating 3D-Rendered Materials in Visualization
Participants: Pierre Dragicevic.
External collaborators: Sotiris Piliouras [Inria ExSitu], Théophanis Tsandilas [Inria ExSitu], Michel Beaudoin-Lafon [Inria ExSitu].
Design space
We are involved in a project by the ExSitu team investigating how 3D-rendered materials can support expressive forms of information visualization 25. Together, we introduced an early snapshot of our design space, describing how inherent material properties and their state or structural transformations can be used as visual channels or simply as contextual attributes for sensory activation. We explored the potential of rendered materials to evoke emotional engagement, curiosity, aesthetic pleasure, and crossmodal sensory experiences. We have been working on a complete version of the design space, which are planning to finish and submit to the VIS conference in 2026.
8.16 Does Background Music Matter in Data Videos? A Study of Music's Impact on Persuasion, Engagement, and Recall in Existing Data Videos
Participants: Leni Yang, Yvonne Jansen, Pierre Dragicevic.
External collaborators: Hessam Djavaherpour [Independent Researcher], Narges Mahyar [City University of London], Mahmood Jasim [Louisiana State University].
Data videos combine visualization, animation, narration, and often background music to tell stories with data. While music is widely believed to enhance emotion and persuasion, its impact in data videos remains largely unexplored. We conducted a preregistered, between-subjects experiment comparing six widely viewed data videos presented with or without background music. Using Bayesian modeling and thematic analysis, we did not observe consistent measurable effects of background music on persuasion, engagement, or information recall. Qualitative responses revealed a more nuanced picture: some participants found the music distracting or mismatched, while others reported that it enhanced enjoyment, supported focus, or strengthened emotional resonance when well aligned with the video's tone. These findings suggest that the influence of background music in data videos is highly context-dependent, shaped by genre, familiarity, and its alignment with visual–narrative structure. We discussed possible reasons for the limited measurable effects observed in real-world videos and outline opportunities for future work on purpose-designed, incidental, or adaptive music for data-driven storytelling. This work led to a full paper that has just been accepted to the ACM CHI conference.
9 Bilateral contracts and grants with industry
9.1 Bilateral contracts with industry
SNCF - Cifre:
Participants: Maudeline Marlier, Arnaud Prouzeau, Martin Hachet.
10 Partnerships and cooperations
10.1 International research visitors
10.1.1 Visits of international scientists
Other international visits to the team
Tim Dwyer
-
Status
Professor
-
Institution of origin:
Monash University
-
Country:
Australia
-
Dates:
March 1st to May 31
-
Context of the visit:
collaboration around several projects
-
Mobility program/type of mobility:
research stay
Junri Wang
-
Status
PhD student
-
Institution of origin:
University of Edinburgh
-
Country:
United Kingdom
-
Dates:
October 1st to November 30
-
Context of the visit:
PhD supervision and collaboration on visualization atlases
-
Mobility program/type of mobility:
research stay
10.1.2 Visits to international teams
Research stays abroad
Aymeric Ferron
-
Visited institution:
Research Centre of Gameful Realities, Tampere University
-
Country:
Finland
-
Dates:
01/04/2025–30/06/2025
-
Context of the visit:
Studying the importance of gamification and enactment in the context of communicate visualizations of environmental impacts
-
Mobility program/type of mobility:
Research stay
Juliette Le Meudec
-
Visited institution:
GameLab Graz, TU University, Austria
-
Country:
Austria
-
Dates:
July - September
-
Context of the visit:
This project seeks to study the impact of gamification on collaborative processes in education with technologies. The integration of game mechanics can strengthen cooperation, motivation, and group cohesion, particularly through shared goals or rewards. However, inappropriate design can generate competition, imbalances, or disengagement. We are seeking to determine how to adapt gamification to educational goals and collaborative dynamics in order to ensure effective and inclusive immersive learning.
-
Mobility program/type of mobility:
Research stay
Léana Petiot
-
Visited institution:
EventLab, University of Barcelona
-
Country:
Spain
-
Dates:
29–30 October and 30 March–30 April
-
Context of the visit:
This scientific mobility aims to foster international collaboration on a research study examining how avatar embodiment influences false memories in order to deepen our understanding of how mixed reality can distort memory. While false memories in mixed reality have previously been investigated using objects, they have not yet been studied in relation to avatars, which opens a new and promising line of research.
-
Mobility program/type of mobility:
Research stay
10.2 National initiatives
ANR Project BeAware
:
Participants: Martin Hachet, Yvonne Jansen, Pierre Dragicevic, Arnaud Prouzeau, Fabien Lotte, Aymeric Ferron, Ambre Assor, Leni Yang.
- Duration: 2023-2026
- Partners: CIRED, ESSEC
- Coordinator: Martin Hachet
- BeAware explores how augmented reality (AR) systems can reduce the spatial and temporal distance between people’s choices and their environmental impact. We design interactive visualizations that integrate concrete environmental consequences (e.g. waste accumulation, rare earth mining) directly into people’s surroundings. This interdisciplinary research will be informed and validated by incentivized and controlled behavioral economics experiments based on game-theoretical models, and be guided by real environmental data and scenarios
- website: BeAware
ANR Project EMBER
:
Participants: Pierre Dragicevic, Martin Hachet, Yvonne Jansen, Arnaud Prouzeau, Eugénie Brasier, Adrien Corn.
- Duration: 2020-2025
- Partners: Inria/AVIZ, Sorbonne Université
- Coordinator: Pierre Dragicevic
- The goal of the project is to study how embedding data into the physical world can help people to get insights into their own data. While the vast majority of data analysis and visualization takes place on desktop computers located far from the objects or locations the data refers to, in situated and embedded data visualizations, the data is directly visualized near the physical space, object, or person it refers to. This project has been extended to August 2025.
- website: Ember
ANR JCJC ICARE
:
Participants: Arnaud Prouzeau, Martin Hachet, Yvonne Jansen, Juliette Le Meudec.
- Duration: 2023-2026
- Partners: Inria/ILDa, Monash University, Queensland University
- Coordinator: Arnaud Prouzeau
- In this project, we explore the use of immersive technologies for collaborative learning. First in fully virtual reality environments and then in heterogeneous ones which include different types of devices (e.g. AR/VR, wall displays, desktops), we will design interaction techniques to improve how people collaborate in practical learning activities.
- website: ICARE
Action Exploratoire I-am
:
Participants: Pierre Dragicevic, Hélène Sauzéon, Léana Petiot, Thibaud Mornet-Blanchet.
- Duration: 2023-2026
- Partners: Flowers team, Université de Bordeaux - Psychology
- Coordinator: Pierre Dragicevic
- Title: The influence of augmented reality on autobiographical memory: a study of involuntary and false memories. Abstract: Although the Metaverse quickly raised a number of questions about its potential benefits and dangers for humans, augmented reality (AR) has made its way into our lives without raising such questions. The present program proposes to initiate this questioning by evaluating the impact of AR on our autobiographical memory, i.e. the memory that characterizes the "self" of each of us, by investigating the human and technical factors conducive to or, on the contrary, protective of memory biases.
- website: https://www.inria.fr/fr/i-am
10.3 Regional initiatives
COMEDO
:
Participants: Martin Hachet, Yvonne Jansen, Pierre Dragicevic, Eugénie Brasier.
- Duration: 2025-2026
- Partners: Université de Bordeaux, CROUS
- Coordinator: Martin Hachet and Yvonne Jansen
- Comedo is a project funded by ACT (Augmented university for Campus and world Transition), benefiting from a financial support of the government, administered by ANR (Agence Nationale de la Recherche) claiming from the care investment programme (grant ANR-20- IDES-0001). In mass catering spaces, menu options are often limited, making it easier to assess each option based on its environmental impact. The Comedo project aims to explore different ways of visualizing this data. We investigate how to make these data more engaging for users, so they can take them into consideration when they select one option.
- website: Comedo
Ecodoc
:
Participants: Yvonne Jansen, Benjamin Bach, Martin Hachet.
- Duration: 2023-2026
- Partners: Université de Bordeaux, URFIST, INRAE, Biogeco, Centre Emile Durkheim
- Coordinator: Raphaëlle Bats
- Ecodoc is an applied research project that aims to design ways of promoting dialogue between scientific knowledge and other knowledge that can inform decision-making in the context of transition and adaptation.
- website: https://ecodoc.u-bordeaux.fr
11 Dissemination
11.1 Promoting scientific activities
11.1.1 Scientific events: organisation
General chair, scientific chair
- TEI 2025 - General Chair (Yvonne Jansen )
Member of the organizing committees
- TEI 2025 - Local Chairs (Martin Hachet and Anne-Lise Pernel )
- TEI 2025 - Demo Chair (Pierre Dragicevic )
- TEI 2025 - Hybrid Chair (Vincent Casamayou )
- TEI 2025 - Art Chair (Eugénie Brasier )
- IEEE VIS 2025 - Poster Chair (Benjamin Bach )
- IHM 2025 - Workshop JCJC (Aymeric Ferron )
Student volonteers
- TEI 2025 (Aymeric Ferron )
11.1.2 Scientific events: selection
Member of conference program committees
- IEEE VIS 2025 (Benjamin Bach , Yvonne Jansen )
- IEEE CHI 2026 (Benjamin Bach , Leni Yang )
- IEEE PacificVis 2026 Journal Track (Leni Yang )
Reviewer
The members of Bivwac have participated to reviewing activities for conferences including:
- CHI 2026 (Martin Hachet , Pierre Dragicevic , Yvonne Jansen , Aymeric Ferron , Juliette Le Meudec )
- UIST 2025 (Pierre Dragicevic , Eugénie Brasier )
- VIS 2025 (Pierre Dragicevic )
- IEEE VIS 2025 (Poster) (Valentin Edelsbrunner , (Aymeric Ferron )
- ISMAR 2025 (Pierre Dragicevic )
- CHI 2025 LBW (Pierre Dragicevic )
- IEEE VR 2026 papers(Leni Yang )
- IHM 2025 (Eugénie Brasier )
- ISS 2025 (second round) (Eugénie Brasier )
11.1.3 Journal
Member of the editorial boards
- Editorial Board of the Journal of Perceptual Imaging - JPI (Pierre Dragicevic )
- Editorial Board of the Transactions on Computer Human Interaction – TOCHI (Yvonne Jansen )
- Editorial Board of the Journal of Visualization and Interaction - JoVI (Yvonne Jansen )
- Advisory Board of the Journal of Visualization and Interaction - JoVI (Pierre Dragicevic , Yvonne Jansen )
- Editorial Board of the Springer Human–Computer Interaction Series (HCIS) (Pierre Dragicevic)
Reviewer - reviewing activities
The members of Bivwac have participated to reviewing activities for journals including:
- TH-2025 Transations on Haptics (Pierre Dragicevic )
- JPI (Pierre Dragicevic )
- Psychological Science (Pierre Dragicevic )
11.1.4 Invited talks
- Bordeaux XR - Sept 25 “Favoriser la compréhension de données et phénomènes complexes par des public larges, en proposant des expériences de visualisation immersives et interactives” (Martin Hachet )
- Scientific Visit in the Gamification Group, Tampere University , Avril-June 2025 (Aymeric Ferron )
- Scientific Visit in the Game Lab Group, Technical University of Graz, July-September 2025 (Juliette Le Meudec )
- Scientific Visit in the ELIPSE Group, Institut de Recherche en Informatique de Toulouse, December 09, 2025 (Leni Yang )
- Scientific Visit in the Event Lab Group, University of Barcelona, October, 2025 (Léana Petiot )
11.1.5 Scientific expertise
- Reviewer for the Vienna Science and Technology Fund (Pierre Dragicevic ).
11.1.6 Research administration
- President "Commission Emplois de Recherche Inria Bordeaux" (Martin Hachet )
- Member of "Mission Jeunes Chercheurs" Inria (Martin Hachet )
- Member of the council of the EDMI doctoral school (Martin Hachet ,Aymeric Ferron )
- Member of the scientific council of LaBRI ( Aymeric Ferron )
- Vice-president of the Comité d’Éthique de la Recherche (CER) de l’Université de Bordeaux (Yvonne Jansen )
- Member of the Comité d’Éthique de la Recherche (CER) de l’Université de Bordeaux (Pierre Dragicevic )
- Scientific Correspondent of the Comité opérationnel d'évaluation des risques légaux et éthiques (COERLE) (Pierre Dragicevic )
- Member of the governing board of AFIHM, the French association for HCI research (Aymeric Ferron )
- Co-leader of the Young Researchers Working Group of AFIHM, the French association for HCI research) (Aymeric Ferron )
- Seminar co-organizer for the association of computer science PhD students in Bordeaux AFODIB (Aymeric Ferron )
- Elected Secretary of AscoErgo the association of cognitive science in Bordeaux (Léana Petiot )
- Alternate member of the Centre Committee of Inria Bordeaux, representing Category C (Contract Staff). (Eugénie Brasier )
11.2 Teaching - Supervision - Juries - Educational and pedagogical outreach
11.2.1 Teaching
Master
- Réalité Virtuelle, 8h eqTD, M2 Cognitive science, Université de Bordeaux(Martin Hachet )
- Réalité Virtuelle, 4h eqTD, M2 Cognitive science, Université de Bordeaux (Benjamin Bach )
- Master: Réalité virtuelle,interaction et applications à la santé, 5h eqTD, M1 Sciences Cognitives et Ergonomie, Université de Bordeaux (Léana Petiot )
- Master: Ergonomie Cognitive, 11h eqTD, M1 Sciences Cognitives et Ergonomie, Université de Bordeaux (Léana Petiot )
- Master: Réalité Virtuelle, 8h + 8h eqTD, 3A ENSC, (Eugénie Brasier )
- Data Visualization , 16h eqTD, PhD students, Université de Bordeaux (Benjamin Bach )
- Master: Méthode clinique basée sur la complémentarité, 6h eqTD, M1 Neuropsychologie clinique, Université de Bordeaux (Emma Tison )
- Master: Supervision mémoire, 2 étudiant.e.s, 11h eqTD, M1 Neuropsychologie clinique, Université de Bordeaux (Emma Tison )
- Master: Supervision de Projet de Fin d’Etude, 4 étudiant.e.s, 5h eqTD, M2 Informatique (Image et Son), Université de Bordeaux (Aymeric Ferron )
- Master: Supervision de Projet de Fin d’Etude, 3 étudiant.e.s, 5h eqTD, M2 Informatique (Image et Son), Université de Bordeaux (Pierre Dragicevic )
- Master: Supervision de project de lecture d'article, 3 étudiant.e.s, 1h eqTD, M2 Informatique (Image et Son), Université de Bordeaux (Pierre Dragicevic )
Bachelor
- Licence: Démarche de l’entretien et méthode de l’évaluation, 24h eqTD, L3 Psychologie, Université de Bordeaux (Emma Tison )
- Licence: Psychologie clinique et psychopathologie, 16h eqTD, L1 Psychologie, Université de Bordeaux (Emma Tison )
- Licence: Évaluation et certification des compétences numériques pour tous, 12h eqTD, Licence Pro Médiateur de santé pairs, Université de Bordeaux (Emma Tison )
- Licence: PIX - Évaluation et certification des compétences numériques, 20h eqTD, Licence 2 Psychologie, Université de Bordeaux (Juliette Le Meudec )
- Licence: Epistémologie des Sciences, 20h eqTD, Licence 2 MIASHS, Université de Bordeaux (Juliette Le Meudec )
11.2.2 Supervision
PhD students supervision
- Maudeline Marlier (Martin Hachet )
- Vincent Casamayou (Martin Hachet )
- Emma Tison (Martin Hachet )
- Juliette Le Meudec (Martin Hachet )
- Aymeric Ferron (Yvonne Jansen , Martin Hachet , Pierre Dragicevic )
- Léana Petiot (Pierre Dragicevic )
- Valentin Edelsbrunner (Benjamin Bach )
- Jinrui Wang (U of Edinburgh) (Benjamin Bach )
- Sarah Dunn (U of Edinburgh) (Benjamin Bach )
- Rea Michalopoulou (U of Edinburgh) (Benjamin Bach )
- Magdalena Boucher (University of Vienna) (Benjamin Bach )
Post-doc supervision
- Eugénie Brasier (Martin Hachet , Yvonne Jansen ,Pierre Dragicevic )
- Leni Yang (Yvonne Jansen ,Pierre Dragicevic )
Internships supervision
- Ana Sofia Gonzalez Patiño, Master 1, ENSC (Bordeaux INP) (Aymeric Ferron )
- Karl Kanaan, Licence 1 Informatique (Léana Petiot )
- Anahite Grigorian, Licence 3 Psychologie (Emma Tison )
- Laetitia Boudaa, Licence 3 Psychologie (Emma Tison )
- Yara Al Khoury, Licence 3 Psychologie (Emma Tison )
- Maria Banos, Licence 3 Psychologie (Emma Tison )
- Lucine Polman, Licence 1 Miashs (Eugénie Brasier )
- Ophély Delagneau, Master 2 Sciences de l’éducation (Eugénie Brasier )
11.2.3 Juries
PhD Jury
- Erwan Normand - Jan. 25 - (Martin Hachet )
- Axel Carayon - 8 Dec - (Pierre Dragicevic , rapporteur)
- Élise Bonnail - 3 Apr - (Pierre Dragicevic , rapporteur)
11.3 Popularization
11.3.1 Productions (articles, videos, podcasts, serious games, ...)
- Web comic “Situated Data Representations” 34 describing the outcomes of the ANR Ember project. Main contributors: Julien Joliclerc , Alice Decarpigny , and Pierre Dragicevic , with the participation Christine Leininger , Corinne Touati , and Martin Hachet . Featured work by Ambre Assor , Morgane Koval , Lijie Yao , Kim Sauvé , and Yvonne Jansen .
Participation to podacsts
- "Les experiences interactives et immersives transformeront-elles les apprentissages ?" - Désassemblons le numérique, Episode 12. (Martin Hachet ,Juliette Le MeudecVincent Casamayou , Emma Tison )
- “Désassemblons le numérique: Déchets, alimentation, carbone : explorer notre impact grâce au numérique”, Episode 13, (Aymeric Ferron , Eugénie Brasier )
- “Thèse et vous !” (Emma Tison )
11.3.2 Participation in Live events
- “Finale 180 secondes pour innover”, 12 décembre 2025, Congrès Français de Psychiatrie, Cannes, France (Emma Tison )
- “Table ronde : Les binômes doctorants et accompagnateurs de l’innovation”, Semaine de l’innovation, 28 novembre 2025, Université de Bordeaux, Bordeaux, France (Emma Tison )
- “Psychiatrie 2.0 : innovation autour de l’enseignement et de la déstigmatisation en santé mentale”, [Demonstration], Nuit de la recherche, 26 septembre 2025, Cap Sciences, Bordeaux, France (Emma Tison )
- Demonstration - Meetup Bordeaux XR, 24 septembre 2025, Le Node, Bordeaux, France (Emma Tison )
- “Déstigmatiser la formation en santé mentale : Utilisation de la réalité augmentée”, [Oral communication], 17ème colloque de l’AFRC « Déstigmatisation et remédiation cognitive », 19 septembre 2025, Québec, Canada (Emma Tison )
- "La réalité augmentée dans la formation en santé mentale : Une simulation de la schizophrénie ", [Oral communication], Pint of Sciences, 11 juin 2025, Wash Bar, Bordeaux, France (Emma Tison )
- “Augmented Reality in Mental Health Training: A Simulation of Schizophrenia Phenomena for Health Students”, [Oral communication], Schizophrenia International Research Society, 1er avril 2025, Chicago, Illinois, USA (Emma Tison )
- Demonstration - Schizophrenia Days: ‘Diagnosis 2035: Dive into the future of mental health’, 13 mars 2025, Positives Minders, Lyon, France (Emma Tison )
- “Chiche”, Lycée Elie Faure, 13 janvier 2025, Lormont, France (Aymeric Ferron )
- “Chiche”, Lycée Polyvalent Les Iris, 5 février 2025, Lormont, France (Eugénie Brasier )
- Demonstration - “Journées Portes Ouvertes HOBIT IUT Mesures Physiques Université de Bordeaux”, 16 décembre 2025, Gradignan, France (Vincent Casamayou , Juliette Le Meudec )
- Data Party, Les Petits Débrouillards, 5 février 2025, Bordeaux, France (Eugénie Brasier )
11.3.3 Others science outreach relevant activities
General-audience websites
- Yvonne Jansen and Pierre Dragicevic keep maintaining and enriching the list of physical visualizations and related artefacts (dataphys.org/list/), which receives 200+ visits per day and is a major source inspiration for research, design, and teaching in data physicalization.
12 Scientific production
12.1 Major publications
- 1 articleAugmented-Reality Waste Accumulation Visualizations.ACM Journal on Computing and Sustainable Societies211January 2024, 1-29HALDOI
- 2 articlePushing the boundaries of hands-on optics experiments with interactive digital simulation.Discover Education412025, 280HALDOI
- 3 articleVisualization Badges: Communicating Design and Provenance through Graphical Labels Alongside Visualizations.IEEE Transactions on Visualization and Computer Graphics3212025. In press. HAL
- 4 articleInvestigating the Effects of Augmented Reality on Message Credibility When Visualizing Environmental Impacts.IEEE Transactions on Visualization and Computer Graphics321January 2026HALDOI
- 5 articleAnimating Hypothetical Trips to Communicate Space-Based Temporal Uncertainty on Digital Maps.IEEE Transactions on Visualization and Computer GraphicsApril 2024, 1-11In press. HALDOI
- 6 inproceedingsLeveraging Augmented Reality for Understanding Schizophrenia -Design and Evaluation of a Dedicated Educational Tool.ISMAR 2024 - IEEE International Symposium on Mixed and Augmented RealitySeattle, United StatesOctober 2024HAL
- 7 inproceedingsShared, Replicated, or Separated? A Comparative Study of Virtual Workspace Configurations for Collaborative Hands-On Learning.2025 IEEE International Symposium on Mixed and Augmented Reality (ISMAR)ISMAR 2025 - IEEE International Symposium on Mixed and Augmented RealityDaejon, South KoreaOctober 2025, 717-727HALDOI
- 8 inproceedingsExploring Interactions with Tangible and Actuated Tokens on a Shared Tabletop for Railway Traffic Management Control Centres.TEI 2025 - 19th International Conference on Tangible, Embedded, and Embodied InteractionTalence, France2025HALDOI
- 9 inproceedingsThe Effect of Augmented Reality on Involuntary Autobiographical Memory.CHI 2025 - Conference on Human Factors in Computing SystemsYokohama, JapanApril 2025HALDOI
12.2 Publications of the year
International journals
International peer-reviewed conferences
Conferences without proceedings
Doctoral dissertations and habilitation theses
Other scientific publications
Scientific popularization