Abstract
This study aims to reinterpret the findings of the studies investigating the effectiveness of using infographics on academic achievement. A mixed methods research design including both quantitative and qualitative sections was adopted on the use of infographics in education. For this purpose, a meta-analysis of 12 empirical studies on the effect of using infographics on academic achievement in education carried out during the period from 2016 to 2021 was conducted. Some moderator analyses such as school grades, implementation period and school subjects in which infographics were used were also conducted to reveal the effectiveness of using infographics in education. The findings suggest that using infographics in education has a positive effect on academic achievement and the effect is at a large level (g =1.599). In terms of moderator analyses, the academic achievement changed according to implementation periods of infographics. The highest effect size was in the “4-5 weeks” group (g = 1.343). The meta-thematic aspect of this study revealed three dimensions of infographics as cognitive contributions, challenges in using and development of infographics and, suggestions for application. More empirical studies are suggested to test the expressed power of infographics as an effective visual communication tool and teaching material.
Highlights
Educators need methods that engage and assist students in learning, remembering and applying new concepts (Ermis, 2008)
Regarded as the educational application of information visualization forms, infographics are on the agenda of educational research due to encompassing extant learning strategies and perspectives such as visual thinking, visual learning, visualization and the potential benefits it can provide for teaching a variety of school subjects
Meta-analysis results of 12 studies revealed that educational use of infographics has a positive effect on academic achievement of learners
Summary
Educators need methods that engage and assist students in learning, remembering and applying new concepts (Ermis, 2008). The use of visual framework is one of the primary opportunities for educators and researchers to develop and expand knowledge, skills and abilities (Reyes, 2011; Sundeen, 2007). Visualization is important for disseminating information quickly, effectively and accurately in different environments such as research, education and journalism (Islamoglu et al, 2015; Nesbit & Adesope, 2006). With the development of many visualization tools in our digital society, these tools have become much easier to use and more user-friendly than years ago (Toth, 2013). Via various visualization tools and technology, the learning activities carried out in the classroom environment have gone beyond the walls of the classroom (Ozdamli et al, 2016; Smiciklas, 2012; Toth, 2013)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
