Incorporating visual analytics with knowledge construction in problem-based learning: a qualitative study

Visual analytics (VA) technology has become a significant tool for business decision-makers to explore novel insights. One of its key features is analytical reasoning through interactive visualization that users have direct sensemaking in problem-solving processes. Few studies have examined how VA can be applied in business education for improving educational purpose. Social cognitive theory grounded in the current study as a framework to guide a qualitative exploration. The investigation was guided by two research questions: (1) What are the benefits and challenges of VA used in business education? (2). How do students interact with VA to improve knowledge construction in problem-solving? In-depth interviews and focus groups were conducted to derive data for thematic analysis from 25 informants. Three researchers conducted coding and data analysis through Nvivo 11.0. Five themes were identified in the corpus of data: (1). Perceived benefits to learning, (2). Prerequisite conditions, (3). Application context, (4). Motivational engagement, and (5). Knowledge construction. The study suggests that incorporating VA technology with problem-solving facilitates students' knowledge organisation and acquisition.