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This article embarks on an exploration of the transformative influence of infographics within the educational landscape, tracing their impact from the Gen-Alpha era onwards. Infographics emerge as dynamic visual tools, transcending generational boundaries and establishing a universal language of comprehension. From catering to the digital fluency of Gen-Alpha to resonating with earlier and subsequent generations, infographics serve as enduring conduits, adapting to diverse learning styles and cultivating a culture of visual literacy. This article delves into a unique dimension, proposing infographics as suitable aids for teaching and learning through the innovative concept of 'pop-up edutainment exhibitions'. These exhibitions represent dynamic, interactive showcases that bring educational content to life, creating an engaging and immersive experience for learners. From static visuals to dynamic formats like animated and interactive infographics, this evolution revolutionizes the pedagogical experience, making education a visually stimulating journey. Within the collaborative realm, infographics evolve into platforms fostering multigenerational wisdom, where minds converge, co-create, and contribute to a collective reservoir of knowledge. Through a critical lens, this article scrutinizes how infographics, presented as pop-up edutainment exhibitions, amplify critical thinking, digital literacy, and creative expression across generational spectra, exemplifying their instrumental role in crafting an inclusive and engaging learning environment. [ABSTRACT FROM AUTHOR]

This study explores the integration of key Transformative Learning Theory (TLT) principles into design education to foster Visual Literacy (VL) and promote awareness of environmental issues among undergraduate students. Through thematic analysis of 22 illustrated infographics, ideation sketches and supporting textual data created by art and design students, the study examines patterns and insights related to perspective transformation, critical reflection, and visual writing skills. Findings reveal pedagogical efficacy when prompting students to explore counter-narratives to the prevailing negative zeitgeist, resulting in perspective transformation and critical reflection of the design process. In turn, this perspective shift and critical reflection fostered the development of students' abilities to convey complex ideas visually, thus broadening their visual vocabulary to advocate for positive change. Three main categories were considered: Critical Reflection, Perspective Transformation, and Visual Writing Skills, and six sub-categories were identified: Implicit Reflection, Paradigm Shift, Alternative Narratives, Rhetorical Concepts, Intentional Visual-Verbal Communication, and Emotional Visual Language. Implications for scholars include insights into curriculum development and the promotion of ethical and sustainable design practices, while pragmatic applications for faculty offer actionable recommendations for enhancing teaching practices. The study underscores the importance of ethical considerations, diverse perspectives, and real-world applications in nurturing students' growth as innovative, ethical and sustainable designers. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine how infographics are used in the dynamics of designing or creating in the teaching and learning process. Utilising a bibliometric approach and content analysis, we examined a sample of 760 documents from the Web of Science and Scopus databases with no lower time limit until November 2023. The analyses aimed to identify trends, including main topics, authors, sources, most cited articles, institutional affiliations, and countries in the literature. This bibliometric approach allows for the observation of trends in the educational application of promoting visual literacy through students' design or creation of infographics in formal and informal learning settings. Initial publications emerged in 2007, gaining momentum from 2014 to the present. The most prolific fields were medical science, chemistry, and computer science. This investigation shows that educational institutions could employ infographics beyond present boundaries to prepare students—particularly Generation Alpha, digital natives—for a data-driven society. Institutions should expand their use of infographics to improve visual literacy and address the changing educational requirements of students in a dynamic learning environment. Overall, this paper provides insights into the readiness of educators and institutions to engage Generation Alpha, the digital natives, through visual literacy and infographics. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic was an unprecedented threat to global health. During times of public health crises, governments and healthcare practitioners must effectively communicate preventive guidelines to the public to reduce viral transmission. Public compliance with recommended health behaviours is essential to the success of the overall pandemic response. This online experiment investigated the persuasiveness of visual message format on COVID-19 handwashing guidelines on people's behavioural intentions. A total of 350 participants, recruited through Amazon's MTurk, were randomly assigned to one of three information format conditions: text, infographic, or video. Results indicated that perceived severity, benefits, self-efficacy, cues to action, and perceived barriers significantly predicted people's intentions to comply with suggested preventive guidelines. There were no significant differences between the three information formats, in terms of behavioural intentions. These results have consequences for identifying and implementing public health strategies for a global health crisis such as the COVID-19 pandemic to achieve higher citizen engagement, and for understanding future emerging infectious disease preparedness. [ABSTRACT FROM AUTHOR]

This study aims to determine the impact of Industry 4.0 innovations, namely infographics and product modelling, on students’ academic performance and visual thinking skills. The experiment involved 164 students. Teaching tools promote the student’s academic performance and visual thinking. The average grade of academic performance was higher in the experimental group (15.70) than in the control group (13.73) after testing. The statistical analysis (t = 2.620) provided evidence supporting the research hypothesis that students who utilised infographics and modelling exhibited significantly enhanced visual thinking skills compared to the students in the control group. These studies allow the development of a paradigm of infographics for further understanding of its capabilities in the process of education. Subsequent scientific papers may study the influence of infographics and modelling on students of other professional fields. It is also necessary to study their influence on other mental parameters, such as cognitive load, motivation, involvement, and others. [ABSTRACT FROM AUTHOR]

The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson recounts the story of a man divided against himself, oscillating between two identities – one decent (named Jekyll) and one wicked (named Hyde). This short essay by Christian Bök examines the transitions that occur in the narrative, when the proper names shift from one moniker to the other in reference to the protagonist: each name vying for 'citation' in the story, thereby attempting to predominate, as a signifier, throughout the course of events. The narrative (perhaps coincidentally) maintains an almost equal usage of these two names, as if preserving an equilibrium of tensions between their contrarian identities, balancing them almost perfectly, giving each character 100 chances to be mentioned. The form of the story thus seems to perform the idea of eponymic division, indicated within the plot. [ABSTRACT FROM AUTHOR]

The purpose of this position paper in to provide guidance on the creation and utilization of infographics for learning and instruction. The paper includes practical insights and provides a framework for the creation of infographics. The framework can be used by educators to create their own infographics for instructional and visual literacy purposes. Students can also use the framework to create infographics that demonstrate their learning. The paper identifies best practices emerging from the authors' classroom experience and makes suggestions for future research on using the framework in formal research endeavours. [ABSTRACT FROM AUTHOR]

This study is based on assessing the potential of augmented reality (AR) and infographics in science learning, emphasizing the synergistic effect on improving learning. The study investigates the impact of the combination of AR and infographic design on learning biology. Seventy-five 10th grade male students participated in this study, which employed a pre-test and post-test experimental design. After administering the pre-test, participants were randomly assigned to three groups; the first group used static infographics, the second group used infographics combined with AR, and the third group learned in an AR-based environment. While the results showed no significant difference between the mean of learning scores in the experimental Group 1 (static infographics) and the experimental Group 3 (AR), there was a significant difference between the experimental Group 2 (infographic method with AR combination) and other groups. According to the results, the infographic with AR had significant effects on learning. Some of the reasons for the superiority of this method compared to other methods used in other groups are as follows: visualizing the data, infographic illustration with 3D AR representation, the use of organizer images and, at the same time, reducing the complexity of AR with the help of infographic visualisation. [ABSTRACT FROM AUTHOR]

Journalistic interactive visualizations (JIVs) – such as scrollytellings, interactive infographics, and clickable data visualizations – have an epistemic potential to efficiently and intricately mediate rich journalistic knowledge. In practice, however, they usually mediate and oversimplify limited knowledge. To understand why and where, across the production line, JIVs lose their epistemic potential, we map the production process of JIVs in three leading Israeli news organizations based on a combination of in-depth and reconstruction interviews with 22 JIV producers. Findings point to nine prominent bifurcations, where the production course can shape JIVs so that they mediate rich and intricate or limited and simplistic knowledge. Overall, these findings reflect a misfit between an "industrial" production process and a "post-industrial" news product. [ABSTRACT FROM AUTHOR]

Infographics are an effective means to communicate with audiences, draw attention, and make concepts digestible in a quick and straightforward way. This study explores students' opinions on infographics used in library instruction, and provides quantitative data to help librarians determine whether these tools will help students engage with text and retain key concepts. Based on research conducted with undergraduate music students at two universities, DePauw University and the University of Minnesota, Twin Cities, this paper examines how students understand and interact with content embedded in infographics, and measures retention of information presented in either plain-text or infographic form. [ABSTRACT FROM AUTHOR]

Objective: This study examined the effects of temporal frame and message format on users' risk perception, message elaboration, and intention to disseminate the message to others. Methods: 268 undergraduate students at a U.S. public university participated in a 2 (temporal frame: day vs. year) x 2 (message format: text-based vs. visual-based infographics) online experiment. Participants were randomly assigned to one of the four conditions and completed questions about perceived risk, message elaboration, intention to share information, and their demographics, and medical history. Results: Findings reported that the interaction was significant for all dependent variables: perceived risk, F(1, 264) = 11.46, p < .01, p2 = .04, message elaboration, F(1, 264) = 8.73, p < .01, p2 = .03, and sharing intention, F(1, 264) = 11.74, p < .01, p2 = .04. Conclusion: Visual-based infographics were more effective when paired with a day frame, while text-based messages were more influential when used with a year frame. [ABSTRACT FROM AUTHOR]

Riding on the rising concern of public health and the growing neoliberal self-care agenda, the food market has witnessed a surge in 'healthy' food despite the criticism of this food does not help consumers eat more healthily. A growing interest in Critical Discourse Studies (CDS) is how food marketers colonise not only the food discourse but also the broader ideas and values such as health, politics, and environment. Contributing to this growing body of research, we look at one of the fastest-growing food trends, 'functional drinks', which claim to target physiological and psychological processes in the body, so that consumers can manage their health and performance. Company websites rely on forms of infographics to communicate how the products work. Adopting the notion of 'integrated design' from multimodal CDS, we show how these infographics, drawing on their affordances, are particularly useful in symbolising classifications and causalities which could not be accounted for in running texts. The paper argues that this is a way health and science converge with a neoliberal discourse of self-management and enterprise culture. Given the increased use of forms of integrated design in communication, more critical discursive work is needed in this area. [ABSTRACT FROM AUTHOR]

Today, technologies are utilized extensively to support the process of learning according to learner needs. Hence, the advances in technology and ideology have prompted new directions in the second language (L2) instructional practices. This study is carried out in regard to the usage of infographics in a flipped classroom learning environment called "Flipped Classroom Instructional Infographics". The goal of the research is to assess the perceptions and evaluate the achievements of ESL students in learning English language through flipped classroom instructional infographics. The study is designed as a case study and uses a mixed research method (quantitative and qualitative) in order to obtain the result in a more consistent manner. The data are gathered from 130 students by means of a questionnaire and a focus group interview is conducted to explore the "students' perceptions of infographics", "students' perceptions of the FCII learning environment" and "students' academic achievements level". The findings of the study indicate that students' motivations in the experimental group compared to the control group are more triggered by the engaging and comprehensive nature of flipped classroom instructional infographics, meaning that they could absorb the concepts easier, memorize the information faster, and become more confident in the educational process. [ABSTRACT FROM AUTHOR]

This study investigates the impact of locality framing in infographics about sea level rise as a consequence of anthropogenic climate change (ACC). Our experiment sampled solely inhabitants of Hoek van Holland (HvH), a coastal town in the Netherlands for which future sea level rise is a pertinent issue. We analyzed the participants' attitudes towards ACC mitigating behaviors, and found that an infographic with a local, HvH oriented frame had a higher positive impact on attitudinal change than an infographic with a more general, global frame. To account for demographic variation between participant samples in previous studies on locality framing, whose findings were inconsistent, we also tested if the observed effect of locality framing was moderated by gender, age, education level, income, political background, and religiosity. This was not the case. Our findings advocate for the application of local frames in ACC communication, irrespective of the target population's demographic characteristics. [ABSTRACT FROM AUTHOR]

In recent years, political discourse in digital spheres has seen a rise in the use of infographics. The paper addresses an unexplored question about this phenomenon: which characteristics are associated with higher levels of ostensive user engagement with political infographics in social media? We conceptualize ostensive user engagement as the outward-facing metrics afforded by a platform (e.g., like, share, and comment count) that serve both as means for self-presentation and shape the informational environment that others are exposed to. A corpus comprised of all infographics posted on Facebook by the four leading candidates in the 2016 US presidential campaign (N = 252) was coded for cognitive, behavioral, and emotional characteristics. We found that two of the cognitively oriented dimensions enhanced engagement, while behavioral cues (calls to action) were, surprisingly, negatively linked. The inclusion of emotions did not show an overall association; however, a deeper look revealed a candidate-specific effect: anger was associated with greater engagement on Trump's infographics, and similarly, pleasure on Sanders'. In conclusion, we discuss the implications of our findings for understanding the informational environment shaped by engagement with infographics in light of the two seemingly opposing perceptions of internal and external authenticity. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to share insights from an ongoing project that seeks to promote physical activity to disabled people. Narrative commentary. An overlooked yet important group of messengers for promoting physical activity is first highlighted. These are social workers. Second, the process of developing guidelines for these messengers is described and the guide signposted. Third, an infographic to communicate physical activity is highlighted and insights offered on some of the messages co-produced in it. These messages include a focus on pleasure, amounts of physical activity, strength, sedentariness, visual images, language, and different impairments. The paper contributes to knowledge by offering new insights into how to promote physical activity to disabled people. A new group of messengers – social workers – for promoting physical activity to people with disabilities is highlighted. A guide for social workers to promote physical activity is described and offered. Insights for health promotion is offered on the co-production of physical activity messages. [ABSTRACT FROM AUTHOR]

An important skill in the modern workplace is the ability to learn new skills. However, students are ill-prepared for such self-directed requirements, as changes in academic curricula are typically outpaced by technological developments. To contribute to the efforts of educators to prepare students, this study adopts an experiential learning approach. Through an open-ended exercise, students self-learned infographics, a data visualisation tool, with the intent of including this skill in a professional resume. Reflective responses to an open-ended questionnaire assessed students' learning outcomes. The findings indicate that students developed the confidence to learn a new technological tool independently. The benefits of the use of data visualisation tool infographics and learning outcomes are discussed. [ABSTRACT FROM AUTHOR]

Information represented through conventional text may fall short of capturing the attention and promoting engagement with today's digital audience. Transforming text into visual tools, such as infographics, has emerged as a simplified method of delivering information to attract a broader audience and enhance information dissemination. The first step to evaluate the potential value of infographics is to quantify their appeal and engagement rates over conventional text. This retrospective pilot analysis sought to evaluate the difference between engagement rates for tweets containing an of infographic compared to tweets containing a link to a peer-reviewed journal article. A total of 752 tweets were published within the study period; of these, 40 tweets met inclusion criteria. When engagement rates were compared, there was an increase in median engagement rates for tweets containing an infographic compared to a tweet linked to a peer-reviewed article at 10.97% (IQR 3.47%) and 5.33% (IQR 3.17%), respectively. This pilot study provides insight on the potential impact for infographics to enhance engagement rate, which may subsequently correlate with an increase in audience reach and readership. Prospective studies are needed to validate the utility of infographics in promoting scholarship publicity, learner engagement, and as a transferable pedagogical tool to educate medical practitioners. [ABSTRACT FROM AUTHOR]

Mental illness among elite and intercollegiate student-athletes is of growing concern, as researchers have found high rates of anxiety, depression, and eating disorders among this population. As a result, a call has been made for sport psychology consultants (SPC) to increase their contribution to promoting athletes' mental health. Infographics can be used as a mental health promotional tool given their ability to visually communicate complex information. This paper draws on the infographic literature in healthcare and education to provide SPC with recommendations for creating infographics to promote mental health among elite and student-athletes with whom they consult. Tips are also provided on effective implementation of infographics in the sport environment. [ABSTRACT FROM AUTHOR]

Objective: Optimal asthma self-management requires an accurate understanding of one's asthma control status. Tailored infographics are a promising way of conveying status information but little is known about which formats are effective at supporting comprehension while also being appealing to adults with asthma. Methods: In this focus group study, we compared two formats to display Asthma Control Questionnaire (ACQ) scores: a stoplight graphic and a reference range number line (RRNL). Results: Both formats supported comprehension but the RRNL was strongly preferred for its informativeness and for cueing participants to consider the self-management strategies they should undertake to improve their asthma control. Conclusions: The RRNL format may have broad appeal and can be adapted to numerous clinical variables for low health literacy patient-facing displays, as in patient portals. However, until viewers are familiar with the format, use as a communication tool in the context of a clinical visit is recommended to forestall undue alarm over abnormal/out-of-range values. [ABSTRACT FROM AUTHOR]

Numbers saturate news coverage and health and risk messaging. But as our expertise in the creation of statistical information increases, the ability to use those statistics in decision making remains frustratingly inadequate. There has been a wealth of research related to how to train people to better use the numbers they interact with on a daily basis. Far less research, however, explores the appropriate way to use numbers in communication. Two experiments explored the role of numbers in risk communication infographics related to road safety while driving. Experiment 1 found that the presence of numbers influence risk perception, but whether those numbers reflect accurate statistics or random numbers does not change their influence. Experiment 2 found that removing all statistics entirely from infographics and replacing them with linguistic gist representations of the numbers (i.e. words like 'some', 'many', 'none') increased risk perception even though people found the infographics to be less informative than the ones containing numbers. The results suggest that the gist representations of the numbers in the context of the infographics are equivalent regardless of their value, such that the very presence of statistics influences judgment and risk perception but not their meaning. They also suggest that people do not always realize how they are using statistical information in their judgement and decision making process. [ABSTRACT FROM AUTHOR]

Today's society is highly visual, imposing the use of respective practices in Higher Education; under this scope the importance of images and multimedia alters the way 21st digital literacy is perceived. As technology advances, it is important for education professionals to learn how to read visuals through practicing and analyzing techniques, but also support learners to use visuals as tools for effective communication in educational contexts. Recently, infographic activities have been introduced to the learning process as a new method of communication, supporting students in content generation. This paper aims to report on experience of using an addressed, modular evaluation framework for assessing twenty four (24) infographics produced by students in the context of the Module 'Design and Development of Educational Material and Digital Media' of the 'Language for Refugees and Migrants' (LRM) Post Graduate Programme hosted and run by the Hellenic Open University, the most prominent Greek educational institution in adult and distance learning. The combined application and conversion of two already available rubrics, led to the initial formation of a modular evaluation framework; identification and use of key concepts and specific criteria has taken place in the context of practically experiencing its implementation for evaluating Higher Education students' infographics. The data revealed important information regarding the students' visual literacy skills as reflected in their infographic artefacts in respect of content generation, information and data visualization. [ABSTRACT FROM AUTHOR]

Educational interventions targeting communities which are at risk of contracting schistosomiasis infection may empower them to develop capacity to minimize the spread of the disease. We compared the effectiveness of health education interventions for schistosomiasis knowledge uptake among school-going children in Ndumo area, KwaZulu-Natal using a quasi-experimental trial. An assessment of health education interventions (edutainment and infographics) in the community's own language and socio-cultural context was done among primary school-aged children in two primary schools in Ndumo, a schistosomiasis endemic area (37%). The study involved 37 students from Munywana primary where the intervention was on infographics and 44 from Maphindela where the intervention was on edutainment. The students wrote a schistosomiasis knowledge test, 1 month before the knowledge uptake interventions were implemented. The same test was given to the two groups after the interventions. Baseline and post-intervention scores were used to test whether the interventions improved schistosomiasis knowledge levels. Paired t-test and independent t-tests were conducted to test the change in knowledge assimilation at the 5% significance level. Our findings show that health education interventions significantly improved knowledge on schistosomiasis among school children (P < 0.001). At post-intervention, the mean score of the whole sample increased to 15,6/35, from a baseline score of 6,5/35. However, there was no significant difference in the post-intervention mean scores of infographics and edutainment interventions. In order to improve schistosomiasis research uptake among school-aged children, health education interventions such as edutainment and infographics can be effective in making the children assimilate schistosomiasis research findings as it has been shown elsewhere. The number of participants in the intervention and high attrition rate were notable limitations of the study. Future studies may need to invest more resources and use digital-based interventions incorporating both infographics and edutainment on one platform such as a digital device. [ABSTRACT FROM AUTHOR]

Knowledge gaps exist regarding how to best educate audiences about concussion. Knowledge translation (KT) plays a critical role in how information is shared. In the field of concussion, infographics are becoming a popular KT strategy for synthesising and sharing information. Study objectives were to explore how infographics enhance concussion knowledge, infographic use and preferences across various stakeholders, and to determine their utility as a KT strategy. Six infographics were created to provide concussion information in a user-friendly and accessible format. A prospective design using a self-developed survey was conducted. Data were collected from youth (n = 78) and adults (n = 88) including students, teachers and healthcare professionals. Descriptive statistics exored perceived knowledge acquisition and infographic use. Thematic analysis of written feedback provided insight on participant responses. Participants identified that the infographics met their knowledge needs (91%) and provided them with new knowledge (87%). Participants also identified that they intend to use the infographics to build their knowledge (89%) and educate others (55%). Enhancement opportunities included incorporating graphics that appeal to different audiences and sharing the lived experiences of individuals who have a concussion. This study demonstrates the potential impact of infographics as a KT strategy that meets the knowledge needs of many audiences. [ABSTRACT FROM AUTHOR]

According to the theory of experiential learning, ideal learning happens in contexts that offer concrete experiences and active experimentation alongside abstract and reflective learning. Bloom's Taxonomy suggests that higher-order thinking skills include creating, designing, and producing information, whereas, classroom assignments often reinforce lower-level thinking such as interpreting, explaining, and comparing. Higher-order learning assignments include situations in which students can experiment with product generation for real-world situations, reflect on the relationship between theory and practice, and receive specific feedback about their efforts. Social work educators can create these situations by incorporating infographics in the classroom. This research finds that social work students assigned an infographics project in three different universities say it improved their engagement and learning, and offered opportunities for creativity and decision making. [ABSTRACT FROM AUTHOR]

Infographic can be a useful communication tool for delivering cancer education information to the public, especially those with low literacy and numeracy skills. Educational information about skin cancer delivered through visual formats such as infographics could be particularly effective because skin cancer self-diagnosis techniques can be most clearly communicated through visuals. This study examined how two aesthetic features of infographics affect people's evaluation of information presented in infographic: colour and visual complexity. The findings suggested colour and visual complexity were both strong predictors of information evaluation in infographic and they should be chosen carefully in the design of infographics. [ABSTRACT FROM AUTHOR]

In recent years, the use of visualizations or infographics in the news has become increasingly popular. We know, however, surprisingly little about how news consumers use and appreciate news visualizations. We apply a mixed-method approach to answer these two questions. First, we conduct an eye-tracking study that measures use, by means of direct attention to visualizations on three different news platforms (print newspaper, e-newspaper on tablet, and news website). Second, we conduct focus groups and a survey among readers of three news media to study the extent to which news consumers actually value the inclusion of visualizations in the news. Our results show that news consumers do indeed read news visualizations, regardless of the platform on which the visual is published. We also find that visualizations are appreciated, but only if they are coherently integrated into a news story and thus fulfill a function that can be easily understood. With this study, we provide the first comprehensive picture of the usefulness of information visualizations in the news, and contribute to a growing literature on alternative ways of storytelling in journalism today. [ABSTRACT FROM AUTHOR]

Compared to the more spectacular elements of its media repertoire—the slick recruitment campaigns on social media, the artfully composed battlefield footage, the grisly executions—I.S.I.S.’s infographics may seem dull, even trivial. Indeed, these data visualizations have gone largely unremarked, eliciting more bemusement than serious consideration. Against the tendency to discount these images, however, I argue that when I.S.I.S. turns toward charts and diagrams to represent its operations, it launches a stealthy but substantial epistemological challenge to media outlets that depict it as backward and irrational and rely on command of information as an index of Western power. Comparing infographics produced about I.S.I.S. and those produced by the group, I demonstrate that, despite their obvious differences, both types of infographics evince common preoccupations. Like Western news sources, I.S.I.S. creates infographics to map attacks, plot territorial gains, tally and categorize casualties, and track the types of weapons deployed. News media and I.S.I.S. infographics diverge primarily in their affective resonance, as similar information signifies in radically different ways. Ultimately, by producing and circulating these infographics, I.S.I.S. renders simultaneously renders itself more and less intelligible to outsiders: encapsulating its story while confounding prevailing representations as it weaponizes information. [ABSTRACT FROM PUBLISHER]

In this article, the authors discuss and describe the implementation of and lessons learned from a course project centered on the creation of an infographic in a health economics course and an introduction to health research course. Students were asked to create a simple infographic about a particular topic, after researching and gathering data on that topic. The instructors observed how students synthesized information and data to tell a visual story with their infographic. This article adds to the limited literature regarding infographics in undergraduate instruction. An infographic offers faculty an opportunity to apply active learning strategies to enhance student engagement, retention of information, and communication skills. [ABSTRACT FROM AUTHOR]

Infographics are a visualisation tool that can be used to improve retention, comprehension and appeal of complex concepts. The rise of infographic use in education has facilitated new forms of application and design of these tools. Instructor-provided summary infographics are a new form of infographic, whereby key learning objectives and content are summarised in graphical form at the end of a lesson. However, it is unknown whether these types of infographics can support learning in online environments. This exploratory research investigates student perceptions, retention, applications and activity generation of instructor-provided summary infographics in a massive online learning environment. Using both post-course learner survey data (n = 1,899) and text mining analysis (n = 72,490 words), results present how learners perceived instructor-provided summary infographics as useful and appealing for retaining, clarifying and understanding learning concepts. The research contributes a novel understanding of summary infographics in online learning environments, and supports their use as a design tool for educational delivery in the online space. [ABSTRACT FROM PUBLISHER]

While uncertainty and the unknown are not only accepted but favoured within scientific debates, these concepts are less tolerated in instances of exchange with society. In scientific communication, definitive statements are expected and thus delivered; and this societal expectation of the scientific community has obviously been internalized by the scientists themselves. After giving an overview of the lively discussion about scientific uncertainty and nescience (landscapes of the uncertain), this paper presents a new tool for the communication of scientific uncertainties:Maps of the Uncertain. These maps take the form of infographics, which allow a different kind of communication of uncertainties, and thus a different relationship between science and society. The paper presents and discusses examples of six maps. [ABSTRACT FROM AUTHOR]

This study presents descriptive analysis of young adults' use of multiple representations in the context of science news reporting. Across one semester, 71 high school students, in a socioeconomically diverse suburban secondary school in Midwestern United States, participated in activities of researching science topics of their choice and producing infographic-based science news for possible online publication. An external editor reviewed their draft infographics and provided comments for subsequent revision. Students also provided peer feedback to the draft version of infographics using an online commentary tool. We analysed the nature of representations students used as well as the comments from peer and the editor feedback. Results showed both students' capabilities and challenges in learning with representations in this context. Students frequently rely on using certain kinds of representations that are depictive in nature, and supporting their progress towards using more abstract representations requires special attention and identifying learning gaps. Results also showed that students were able to determine representational adequacy in the context of providing peer feedback. The study has implication for research and instruction using infographics as expressive tools to support learning. [ABSTRACT FROM PUBLISHER]

People learn and remember more efficiently and effectively through the use of text and visuals than through text alone. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear; because they are visual presentations as opposed to oral or text presentations, they can quickly tell a story, show relationships, and reveal structure. The following paper reports on an exploration of top 20 ‘liked’ infographics on a popular infographic sharing website to better understand what makes an effective infographic in order to better prepare graduate students as consumers and designers of infographics. The paper concludes with recommendations and strategies on how educators might leverage the power of infographics in their classrooms. [ABSTRACT FROM AUTHOR]

This work discusses the creation and use of infographics in an undergraduate mathematics course. Infographics are a visualization of information that combines data, formulas, and images. This article discusses how to form an infographic and uses infographics on topics within mathematics and climate as examples. It concludes with survey data from undergraduate students on both the general use of infographics and on the specific infographics designed by the authors. [ABSTRACT FROM AUTHOR]

This research finds that the emergence of infographics as a regular phenomenon in UK news can be traced back toThe Daily Expressof the mid-1950s. These “Expressographs” were often used not as a means of conveying data accurately and objectively, but in order to propagate the paper's editorial line, and to further Lord Beaverbook's political interests. A series of editorial narratives are established via the literature onThe Daily Express, and its proprietor Lord Beaverbrook. These narratives are used as a framework to analyse statistical infographics published inThe Daily Expressbetween January 1956 and October 1959, by means of a combined content analysis and structural semiotic analysis. Best practice, as espoused in the information design literature, is used to identify misleading graphical methods in the sample, which were then analysed in the context of the editorial narratives identified. This study finds that infographics in UK news were the product of a lavishly financed organisation whose key decision-makers were deeply concerned with the impact of the visual in news. The purpose of these infographics was to perpetuate their employer's idiosyncratic view of how the world should be. Occupational norms and practices may account for some of the biases identified, but cannot account for the breadth, range and consistency of bias found across the sample, which constitutes an example of mid-twentieth-century propaganda. [ABSTRACT FROM PUBLISHER]