Abstract
This In the scope of improving learning outcomes in the age of technology, this study comes as an attempt to investigate the extent to which infographics are effective in developing learning outcomes for students. It has also attempted to study the effect of infographics types, static versus animated , on developing the skills of designing and producing visual learning materials, and the recognition of design elements and principles. The study was conducted on a sample of students of the College of Education at Imam Abdu Rahman bin Faisal University (IAU) in the Kingdom of Saudi Arabia. The sample students number is 36, and they are from students enrolled to study design and production of instructional media course (EDU195N) in the second semester of 2016/2017. The students involved are divided into two experimental groups, group (1) with 19 students who have studied the learning content through static infographics via WhatsApp platform, group (2) with 17 students who have studied the learning content through animated infographics via WhatsApp platform. In the overall, the results revealed that infographics effect the development of some learning outcomes. Besides, the results also 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. And this suggests deep consideration of integrating infographics in teaching e-courses, as well as considering the characteristics and appropriateness of each of the designing types, static versus animated when implemented in instructional processes for better outcomes for learners.
Highlights
The infographics are modern technologies, which are visual presentations in which graphic drawings are combined with verbal language to transform complex data and concepts into images and drawings that can be clearly and interestingly understood and assimilated
The results shown in table 1 demonstrate the existence of statistically significant differences at the level of (0.01) between the mean scores of the pre- and post-test scores of the students of the two experimental groups in their performance for the skills of designing and producing visual learning materials on the observation card; and they demonstrate the difference in their performance in the cognitive tests for recognizing the elements and the principles of visual design
The results presented in table 2 show that there was a statistically significant function value difference of level (0.05) between the scores of the two experimental groups who have interacted with the infographics learning content types, static versus animated through WhatsApp platform in their performance for the skills of designing and producing visual learning materials on the observation card
Summary
The infographics are modern technologies, which are visual presentations in which graphic drawings (illustrations, symbols, maps, graphics, etc.) are combined with verbal language to transform complex data and concepts into images and drawings that can be clearly and interestingly understood and assimilated. The infographics are characterized by numerous advantages, including simplifying the scientific facts and presenting them in a visualized data form, shortening explanatory texts, illustrations, and videos to expressive symbols, images and simple denotations, as well as being easier to be produced. They do not need high-cost software or high programming capabilities. The elements and the data in the animated type are in a state of continuous movement; and it is characterized by much creativity in the selection of expressive movements which help to produce the animation in an interesting and enjoyable way This type requires a complete scenario to produce the final form using the necessary software programs [6], [7]
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