JUST SEEING CAN BE DECEIVING: GENAI-SUPPORTED DESIGN CASE FOR CRITICAL VISUAL LITERACY

Abstract

Generative AI (GenAI) poses a pedagogical challenge to data visualization education by enabling the rapid creation of persuasive, misleading visuals. This design case presents a three-phase learning experience designed for a graduate course to foster critical AI-visual literacy. The design inverts the typical use of AI by tasking students with using GenAI as a ‘cognitive partner’ to intentionally create a misleading version of their own honest data visualization. The activity guides students through establishing an ethical baseline, creating the misleading visual, and engaging in peer critique, supported by scaffolds like a prompting guide and reflection templates. Analysis of student work shows the design effectively fostered critical AI literacy.