Graphic Presentation

Abstract

Graphic novels have been increasingly incorporated into business communication forums. Despite potential benefits, little research has examined the merits of the graphic novel approach. In response, we engage in a two-study approach. Study 1 explores the potential of graphic novels to affect learning outcomes and finds that the graphic novel was related to high levels of learning experiences. Study 2 compares the impact of graphic novels with that of traditional textbooks and finds that verbatim recognition was superior with graphic novel texts. Overall, we provide the first comprehensive examination of the graphic novel as a tool for effective business communication.

The potential of comics in science communication

“…Spiegel and colleagues compared the effects of comics and essays in teaching concepts of virology to high-school students (N=873) [Spiegel et al, 2013]. While Short and colleagues, used comics as additional material in a class for business students (N=114) [Short, Randolph-Seng and McKenny, 2013]. Keeping in mind these important differences, it is interesting to note how all these studies have reached somewhat similar conclusions.…”

“…In fact, most of the initial research in educational comics focused on short strips or single panel cartoons [Toledo, Yangco and Espinosa, 2014;Kaptan andİzgi, 2014;Kim et al, 2016;Nagata, 1999;Naylor and Keogh, 1999] and their results may be ascribed to the general effects of visualisation, rather than comics per se. On the other end of the spectrum, the results of studies comparing graphic novels with textbooks or essays [Spiegel et al, 2013;Hosler and Boomer, 2011;Lin et al, 2015;Short, Randolph-Seng and McKenny, 2013] could be attributed to the narrative component of the graphic novel, compared to the expository structure of the textbook. Indeed, Hosler and Boomer express this concern when discussing their results: "Would embedding content in a prose story be as effective or is there something inherently motivating about comics that engage students?"…”

“…While some scholars [McCloud, 1994;Sousanis, 2015] argued that the juxtaposition of words and pictures in comics achieve effects larger than the sum of its parts, it is not clear if combining storytelling and visualisation techniques is indeed more effective, from a communication perspective. Moreover, while comics have been studied as a tool for classroom education [Aleixo and Norris, 2010;Hosler and Boomer, 2011;Short, Randolph-Seng and McKenny, 2013;Spiegel et al, 2013;Weitkamp and Burnet, 2007], their application to the specific challenges of science communication remain largely unexplored. One of the reasons behind this scarcity of research is probably the lack of an accepted definition of what constitutes a 'comic'.…”

Paint me a picture: translating academic integrity policies and regulations into visual content for an online course

“…Reading comics involves both visual and verbal processing, aiding comprehension and reducing cognitive overload as opposed to traditional textheavy textbooks (Weiner and Syma 2013). Graphic novels, in particular, have been shown to be highly effective for communication of key concepts, strategies and messages (Short et al 2013). They increase student engagement and motivation, improve recognition of key ideas, and provide a forum where strategic messages can be aligned with context and real life or experience-based situations.…”

The architecture of visual narrative comprehension: the interaction of narrative structure and page layout in understanding comics

“…Comics have conveyed static drawn visual narratives for over a century, and growing research suggests that sequential images combined with text are an effective tool of communication and education (e.g., Nakazawa, 2005; Nalu and Bliss, 2011; Short et al, 2013), beyond just being entertainment. While theories about comics have been scattered in the humanities for several decades (for review, see Nöth, 1990; Cohn, 2012), only recently has scientific attention turned toward investigating just how readers comprehend complex graphic displays of sequential images.…”