The potential of comics in science communication

Farinella, Matteo

doi:10.22323/2.17010401

Cited by 138 publications

(118 citation statements)

References 82 publications

(120 reference statements)

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“…Comics or instruction manuals are generally assumed to be simple and universally comprehended, underlying their use in intelligence testing and clinical assessments (Kaufman & Lichtenberger, 2006;Wechsler, 1981), and as stimuli in a wide range of anthropological and experimental research. A presumed accessibility has placed visual narratives in practical contexts like instructions (Martin & Smith-Jackson, 2008;Spinillo & Dyson, 2001) and humanitarian aid materials (Fussell & Haaland, 1978;Stenchly, Feldt, Weiss, Andriamparany, & Buerkert, 2019), and has underscored efforts advocating for using comics in education (Cary, 2004;Sousanis, 2015) and science and health communication (Farinella, 2018;M. J.…”

Section: Introductionmentioning

confidence: 99%

Visual narrative comprehension: Universal or not?

Cohn

2019

Psychon Bull Rev

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Visual narratives of sequential imagesas found in comics, picture stories, and storyboardsare often thought to provide a fairly universal and transparent message that requires minimal learning to decode. This perceived transparency has led to frequent use of sequential images as experimental stimuli in the cognitive and psychological sciences to explore a wide range of topics. In addition, it underlines efforts to use visual narratives in science and health communication and as educational materials in both classroom settings and across developmental, clinical, and non-literate populations. Yet, combined with recent studies from the linguistic and cognitive sciences, decades of research suggest that visual narratives involve greater complexity and decoding than widely assumed. This review synthesizes observations from cross-cultural and developmental research on the comprehension and creation of visual narrative sequences, as well as findings from clinical psychology (e.g., autism, developmental language disorder, aphasia). Altogether, this work suggests that understanding the visual languages found in comics and visual narratives requires a fluency that is contingent on exposure and practice with a graphic system.

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Section: Introductionmentioning

confidence: 99%

Visual narrative comprehension: Universal or not?

Cohn

2019

Psychon Bull Rev

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“…Visual narratives, such as comics and animation, are becoming increasingly popular as a tool for science and communication education. (Farinella, 2018). Felicia & Akinwamide (2018) discussed comics as visual media that are assumed by Yulian (2018) to influence the acquisition of knowledge as a result of learning.…”

Section: Introductionmentioning

confidence: 99%

Electronic Comics in Elementary School Science Learning for Marine Conservation

Syarah

Yetti

Fridani

et al. 2019

JPII

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Marine education is essential in helping children to develop the knowledge, skills, and attitudes needed to preserve the environment, particularly for future coastal ecosystems. Effective marine education requires teachers to use proper strategies that will help children to value and care for the marine world. The purpose of this study was to determine the effectiveness of electronic comics to introduce marine conservation in elementary school. This study employed a quasi-experimental design model with paired t-test statistical analysis. The participants in this study involved three classes of elementary schools in Banten Province, Indonesia. There were 113 children and were divided into two experimental classes using electronic comics (laptops, computers, tablets, and mobile phones) and one control class using printed books. The results of this study showed a significant result in marine conservation knowledge of elementary school students in the experimental classes. In the control class, there was only a slight increase in the knowledge of marine conservation. The data analysis results revealed that children aged 6-8 years are more interested in learning using electronic comics compared to printed books. The findings also showed that elementary school students (aged 6-8 years) could recognize and comprehend marine conservation in science learning through electronic comics. The introduction to marine conservation could then be done using the latest technology that attracts children's learning interest.

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“…2 L'évaluation de l'impact de ces bandes dessinées sur l'acquisition des informations mises à disposition dans ces récits reste en revanche peu étudiée (Farinella, 2018 ;Tatalovic, 2009), et lorsqu'elle l'est, c'est principalement dans le contexte scolaire (primaire, secondaire et supérieur). Des recherches se sont ainsi intéressées à la façon dont la lecture de bandes dessinées scientifiques pouvaient transformer l'attitude vis-à-vis de la discipline traitée (Hosler & Boomer, 2011) ou déclencher des démarches d'investigation (Arguel et al, 2017 ;Blanquet, 2016) ; En outre, les expérimentations menées en classe s'appuient parfois sur des ouvrages de bande dessinée générale qui n'ont pas pour objet spécifique de transmettre des savoirs scientifiques, tels que Tintin (Chevalier, 2013 ;Durocher, 2016), Astérix ou Le Marsupilami (Blanquet, 2016).…”

Section: Introductionunclassified