A New Approach to Equip Students with Visual Literacy Skills: Use of Infographics in Education

Kibar, Pınar Nuhoğlu; Akkoyunlu, Buket

doi:10.1007/978-3-319-14136-7_48

Cited by 28 publications

(8 citation statements)

References 3 publications

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“…Unfortunately, instead of focusing on learning skills as such and providing formal education, higher education programs advertently presume the learners' skill set possession. A study introduces infographics to students as a learning tool and showcases the struggle that students face while attempting to include and utilize visuals in the infographics (Kibar & Akkoyunlu, 2014). This leads to the importance of making visual literacy, visual design, and creation as a core part of the higher education curriculum.…”

Section: Literature Reviewmentioning

confidence: 99%

Infographics as A Learning Tool in Higher Education: The design process and perception of an Instructional Designer

Alyahya¹

2019

IJLTER

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Infographics, as an instructional tool, enable support in the creation of an easy to read platform for learners. Steps involved to develop an infographic, play an essential role in optimizing visual literacy transfers. This study has presented a qualitative analysis of the proposed design strategy, which focuses on the infographic development process. The results have proposed that Infographics assignment design when included in instructional technology disciplines, helps instructional designers to enhance message delivery during visual transfers that eventually leads to increased learning interests among learners. The study also revealed five vital themes that emerged upon analyzing the collected data from participants involved. The present study has provided research scholars, an insight of the developed state-of-the-art tool, which in future research studies might serve as a basis for the development of an Instructional Infographic model.

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Section: Literature Reviewmentioning

confidence: 99%

Infographics as A Learning Tool in Higher Education: The design process and perception of an Instructional Designer

Alyahya¹

2019

IJLTER

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“…As it is emphasized by Isenberg et al (2011), this study combines collaboration and visualization, and proposes a group information processing activity for learning settings through shared use of computer-supported visual representations of data. Beyond previous studies on creating infographics (Abilock & Williams, 2014;Davidson, 2014;Dyjur & Li, 2015;Gallicano, Ekachai, & Freberg, 2014;Matrix & Hodson, 2014;Mendenhall & Summers, 2015;Nuhoğlu-Kibar & Akkoyunlu, 2014, 2015Thompson, 2015), this study handles infographic creation as a group knowledge visualization rather than individual learning strategy. Previous studies have shown the infographic design model led to improved outputs from individual learners (Nuhoğlu-Kibar & Akkoyunlu, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…As it is seen from the literature review, infographic creation has, to date, been treated as an individual learning activity (Abilock & Williams, 2014;Chiliban et al 2014;Davidson, 2014;Dyjur & Li, 2015;Gallicano et al, 2014;Matrix & Hodson, 2014;Mendenhall & Summers, 2015;Nuhoğlu-Kibar & Akkoyunlu, 2014, 2015Thompson, 2015). No studies were found that handle infographic creation for collaborative learning settings.…”

Section: Literature Review Creating Infographicsmentioning

confidence: 99%

Creatıng Infographics Based on the Bridge21 Model for Team-based and Technology-mediated Learning

2019

Self Cite

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Aim/Purpose: The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background: As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology: This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution: This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings: Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners: The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers: The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society: In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research: The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing pre-practices and scaffolding.

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“…Existe evidencia de que la infografía puede fungir como recurso de aprendizaje, ya que se tienen hallazgos que afirman que mejora la percepción de los estudiantes sobre la didáctica o bien de la forma en que facilita la adquisición de conocimientos por parte de las personas (Cabrera, 2013;García, 2014;Brigas, Gonçalves y Milheiro, 2013;Guzmán-Cedillo, Lima-Villeda y Ferreira-Rosa, 2015;Kibar y Akkoyunlu, 2014;Minervini, 2005;Muñoz, 2014;Reinhardt, 2007Reinhardt, , 2010Roney, Menjívar y Morales, 2015;Rueda, 2015;Vallejo, 2013).…”

Section: Infografías Didácticasunclassified

Diseño y confiabilidad de una rúbrica para evaluar infografías didácticas

Guzmán-Cedillo

2017

Enseñanza & Teaching

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RESUMEN: El objetivo de esta investigación es describir el diseño, validación y medición de la confiabilidad de una rúbrica para evaluar la calidad de infografías didácticas. Los participantes fueron quince jueces relacionados con la elaboración de infografías didácticas. El diseño de la rúbrica se llevó a cabo en tres etapas: diseño, ajustes y determinación de la confiabilidad. La validez de contenido fue medida a través del porcentaje de acuerdo entre tres jueces por cada rubro. Así mismo se obtuvo un alpha de Krippendorff (α = .710) al evaluar previamente cinco infografías para evitar posibles contradicciones debidas a la redacción del rubro e indicador de desempeño. La consistencia interna fue determinada a través del coeficiente alpha de Cronbach (α = .806) al evaluar 22 infografías didácticas. A los datos de seis evaluadores se aplicó un coeficiente de correlación intraclase ICC (α = .909) y un coeficiente de Krippendorff (α = .538), ambos para medidas ordinales. La rúbrica se compone de nueve elementos, tres niveles de desempeño, definiciones por cada rubro, así como instrucciones de uso. De acuerdo a los resultados, la rúbrica tiene validez de contenido y es confiable para discriminar la calidad de infografías didácticas.Palabras clave: infografía; rúbrica; evaluación; infografía didáctica.

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A New Approach to Equip Students with Visual Literacy Skills: Use of Infographics in Education

Cited by 28 publications

References 3 publications

Infographics as A Learning Tool in Higher Education: The design process and perception of an Instructional Designer

Infographics as A Learning Tool in Higher Education: The design process and perception of an Instructional Designer

Creatıng Infographics Based on the Bridge21 Model for Team-based and Technology-mediated Learning

Diseño y confiabilidad de una rúbrica para evaluar infografías didácticas

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