Infographics as A Learning Tool in Higher Education: The design process and perception of an Instructional Designer | Semantic Scholar (2024)

The findings revealed that the most frequent educational practices were those that merged both ready-made infographics and students’ hands-on experience in creating their own infographics, which helped students to advance with the creation of this popular form of modern communication.

The findings showed that the majority of students had a favorable opinion of using Infographics as a visualization tool in the learning process, and most students said learning with infographics provided them with a new learning environment.

The study findings reveal that PNU learners perceive a positive role of infographics in their learning, however, learners showcase varied perceptions of a) the acceptance of assignments based on infographics and b) the use of static versus animated infographics.

This study examines the concept and role of infographics in education, methodologies, trends, and obstacles, and attempts to identify the cutting-edge frameworks for infographic creation and development while evaluating their economic implications for the role of global education.

An innovative project during which students summarize research articles by remediating their content into two increasingly popular communication formats: infographics and graphical abstracts (GAs), to foster learner agency, self-regulation, and autonomy.

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According to the results of the study, the opinions of elementary school teachers on the usage of infographics and their self-efficacy for infographic design shows a significant and positive difference before and after training.

A questionnaire is devised that aims to demonstrate the understanding infographic designers have of infographic design and is based on the results of a previous study conducted during the fall semester of the 2013–2014 academic year.

The findings indicated that when the pre-service teachers were engaged in the learning process, they had a sense of agency and responsibility for their learning and this research created a meaningful experience for thePre- service teachers in engaging technology.

How to use infographics as a learning tool was discussed in order to equip students with visual literacy and the scores of “visualization” and “components” dimensions was found lowest; scores of "colors”, "fonts" and "information organization" dimensions were found relatively higher.

In this study, creating infographics is handled as a learning strategy to teach secondary school students how to generate effective visual messages within the scope of 21st century skills.

The results revealed that infographics effect the development of some learning outcomes, and demonstrated that static infographic type has more effects on developing skills of designing and producing visual learning materials and recognizing its elements and principles compared to the animated type.

Six types of cognitive tasks in education are analyzed as well as their relation to the visual literacy competence standards approved by the Association of College & Research Libraries.

The study found the effectiveness of using infographics strategy as an approach to teach the programming fundamentals on developing analytical thinking skills for high school students in the city of Makkah in Saudi Arabia.

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