Exploring infographic design in higher education context: towards a modular evaluation framework

Learning via Summarizing Infographics Assignment in Software Engineering Management e-Course?

“…In this task there were differences between the learners. To overcome this problem, the supervisor could pay more attention to the assignment guidelines−Fragou and Papadopoulou [15] reported positive experiences with a welldefined evaluation rubric applied to students' infographics.…”

“…In authentic assessment, instructional approaches preferably reflect real-life, that is, learners' needs after their graduation [16]. Authenticity could, in effect, provide a framework for a large-scale comparative study on reflection/learning assignments and a framework for infographics evaluation [15] in computing and engineering education courses in the future work.…”

Infographics in higher education: A scoping review

“…content (texts, facts, data and knowledge) and visual elements (graphics, colors, icons and signs) (Siricharoen and Siricharoen, 2015). They represent multimodal compositions for meaning making, including visual information, language, colours, layout and typography (Fragou and Papadopoulou, 2020). The design of infographics ranges from very complex sets of interactive elements to simple layouts (Lazard and Atkinson, 2015), which is easily achievable thanks to a variety of modern infographic making tools online.…”

“…As the final information and knowledge representation is usually short and simple, infographics are not considered to be common educational tools. However, the representatives of Generation Z that comprise the majority of students at universities are highly visual (Bicen and Beheshti, 2019; Fragou and Papadopoulou, 2020; Kędra, 2018) and their attention span is short (Chicca and Shellenbarger, 2018). It is therefore necessary to reconsider methods used to provide information for learning.…”

“…It is therefore necessary to reconsider methods used to provide information for learning. Infographics may be used for both shorter and more visual (or multimodal) ways of information provision (Chicca and Shellenbarger, 2018; Fragou and Papadopoulou, 2020; Mocek, 2017) as well as supplement longer portions of textual information.…”