Creation Of Infographics Research Articles

Pemanfaatan Infografis Bagi Pengelola Wisata Alam Pulau Semut

Infographics are a popular form of information today. Infographics use a visual concept approach combined with interesting illustrations because they combine data with colorful designs. Based on these advantages, infographics can be developed as an information and promotion medium for a nature tourism area, namely Ant Island Nature Tourism Pekanbaru. This activity aims to create infographics. The service was carried out at the computer lab of the Faculty of Forestry and Science, Lancang Kuning University, from December 2023 to January 2024. Partners are natural tourism managers, totaling five people. The activities carried out include providing materials, practicing the creation of infographics, assisting the community, and evaluating the partners' knowledge and skills. The evaluation results showed that the partners had increased their knowledge about the meaning, benefits, types, and examples, and how to make infographics of nature tourism on Semut Island, Pekanbaru, by 60%. In addition, the partners were also able to make infographics about the nature tourism area of Semut Island, Pekanbaru, in accordance with the knowledge that the partners had received.

A bibliometric exploration of infographics as tools for visual literacy in education

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.

Infographics for learning and instruction

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.

Sports Infographics: Analysis of their Titles and Subtitles

Background: Nowadays, infographics have become a very popular visual communication format in diverse sectors, including sports. Their use ranges from very formal sports data presentations (e.g., the introduction of the results from worldwide studies) to less formal occasions (e.g., promotion of any physical activity on social media sites). While the graphical design of sports infographics might be greatly facilitated by modern infographic tools, the formulation of captivating textual information, especially in titles and subtitles, remains a complicated task for their designers. Therefore, the study aims to analyze the most common tactics and practices applied when formulating titles and subtitles in sports infographics.
 Methods: 50 sports infographics targeting the areas of fitness, running and training were chosen for the current study. The content of their titles and subtitles was analyzed using MAXQDA Analytics Pro 2020 software.
 Results. The results revealed that the most frequent words used in titles and subtitles of sports infographics were training, performance, results, running, endurance, fitness and strength. While the average length of titles was 8 words, the subtitles were made of 2 words on average. Most commonly, the main titles of sports infographics displayed a combination of tactics and were made of two parts separated by a colon. The subtitles were usually formulated with the use of lists, examples, facts, explanations, opinions, teasers or the technique of 5Ws.
 Conclusion. The results of this study might facilitate the creation of infographics in the sports sector and thus help to increase awareness of sports-related topics among the general audience.
 Keywords: infographics, design of infographics, sports infographics, titles of sports infographics, subtitles of sports infographics.

Дидактический комплекс упражнений в интерпретации и создании инфографики на иностранном языке для курсантов военного вуза

The aim of the research is to develop and present the authors’ didactic set of exercises that allows forming and improving the skills and abilities to interpret and create infographics based on data from a foreign language professionally oriented text among military university cadets. The content of the paper focuses on the description of the didactic potential of infographics as a teaching medium, the interdependence of types of speech activity and basic actions of cadets, groups and examples of exercises. Scientific novelty of the research consists in systematising types of students’ activities when working with infographics, classifying basic actions and identifying groups of exercises in interpretation and creation of infographics based on a foreign language professionally oriented text. The research findings make it possible to apply the proposed didactic set of exercises in practice effectively, to achieve high results when teaching a foreign language to military university cadets.

An Ontological Approach towards Automatic Creation of Infographics from Formal Text (Student Abstract)

Infographics deal with representing data or information visually in a perceptually compelling manner. Recently, infographics have gained widespread popularity, giving rise to automated infographics synthesis from texts. Our research follows an ontological approach to automatically extract the necessary indicators from an input sentence and synthesize an infographic corresponding to it. This work includes (1) the creation of a dataset, (2) an end-to-end domain-agnostic framework, and (3) demonstrating the application of the proposed framework. The results demonstrate our framework's ability to extract the necessary textual cues from real-world textual descriptions (from various domains) and synthesize meaningful infographics.

Utilising design principles to improve the perception and effectiveness of public health infographics

AbstractInfographics are becoming a common tool in the communication of public-health information. However, research-based resources in how to create effective infographics are rare. The application of design principles in the creation of infographics has been shown to more effectively communicate information. Here, the research explores the adherence of 84 research-based infographic design principles on 3 designs of varying levels of application. A multi-method approach, including eye-tracking, was used to record information location efficiency, memorability and user perception. Support was found in favour of utilising design principles in the creation of public health infographics; resulting in improved user opinion and information location.

Infographic as a campaign for reducing the use of plastic packaging and cutlery in Surakarta

The Environment Agency of Surakarta City noted that the volume of waste in 2021 reached 92,436 tons. Plastic waste accounts for 13.39 percent of the total waste generated in Surakarta City. This threatens nature sustainability and bears negative impacts on human health. Using infographic media, the Visual Communication Design Department of Universitas Sebelas Maret held a campaign about the danger of using plastic packaging and cutlery as an effort to save the environment in Surakarta. Research and Development approach using ADDIE model was used in developing the media. The creation of infographics was carried out in five steps of analysis, design, development, implementation, and evaluation. After being disseminated, positive attention and response were received through social media from the younger generation. The results also encourage the emergence of community-based movements engaged in environmental conservation programs.

Infographics Are More Effective at Increasing Social Media Attention in Comparison With Original Research Articles: An Altmetrics-Based Analysis

Purpose To compare social media attention and citation rates between infographics (visual abstracts) and original research articles. Methods All infographics in 2019 from electronic versions of Arthroscopy were matched by topic to articles in the “Original Research” section of the journal in a 4:1 ratio within the same year. The primary outcome was the Altmetric Attention Score (AAS), a cumulative measure of social media attention from various platforms such as Twitter and Facebook. Secondary outcomes included citation rates, article characteristics, and number of shares on social media platforms. Independent t tests and χ2 analyses were used to compare primary and secondary outcomes between infographics and control articles. Multivariate linear regression analysis was performed to determine the association between article type and social media attention while controlling for bibliometric characteristics. Results A total of 60 matched research articles (n = 48, 80.0%) and infographics (n = 12, 20.0%) published in 2019 in Arthroscopy were included. The mean AAS among all infographics was 29.75 ± 32.84 (range, 3-118), whereas the mean AAS among all control research articles was 5.75 ± 8.90 (range, 0-41), representing a statistically significant difference (P < .001). Infographics had significantly more Twitter mentions (100% vs 70.8%, P < .001) and Facebook mentions (75% vs. 6.2%, P < .001) compared with original articles. Multivariate linear regression analysis demonstrated a statistically significant and positive association between AAS and article type, with an additional mean increase in the AAS of 33.7 (95% confidence interval 11.6-50.6; P = .003) for every infographic article compared with an original research article. The mean citation rate among all infographics was 2.4 ± 2.4 (range, 0-7), whereas the mean citation rate among all control research articles was 2.2 ± 4.0 (range, 0-27), which was not a significant difference (P = .69). Conclusions Infographics resulted in significantly greater AAS and social media attention in comparison with original research articles of similar topics. We recommend the routine creation of infographics by journals to increase the social media attention that their research and chosen topics of interest receive. However, viewers of infographics should read them out of interest but turn their attention toward the original article or a source of more detailed information before making changes in clinical decision-making or practice, as they can be oversimplified. Clinical Relevance Infographics are an increasingly used by journals as a form of depicting research findings from select studies. By producing infographics, journals may increase the amount of social media attention received for a particular study or topic of interest. To compare social media attention and citation rates between infographics (visual abstracts) and original research articles. All infographics in 2019 from electronic versions of Arthroscopy were matched by topic to articles in the “Original Research” section of the journal in a 4:1 ratio within the same year. The primary outcome was the Altmetric Attention Score (AAS), a cumulative measure of social media attention from various platforms such as Twitter and Facebook. Secondary outcomes included citation rates, article characteristics, and number of shares on social media platforms. Independent t tests and χ2 analyses were used to compare primary and secondary outcomes between infographics and control articles. Multivariate linear regression analysis was performed to determine the association between article type and social media attention while controlling for bibliometric characteristics. A total of 60 matched research articles (n = 48, 80.0%) and infographics (n = 12, 20.0%) published in 2019 in Arthroscopy were included. The mean AAS among all infographics was 29.75 ± 32.84 (range, 3-118), whereas the mean AAS among all control research articles was 5.75 ± 8.90 (range, 0-41), representing a statistically significant difference (P < .001). Infographics had significantly more Twitter mentions (100% vs 70.8%, P < .001) and Facebook mentions (75% vs. 6.2%, P < .001) compared with original articles. Multivariate linear regression analysis demonstrated a statistically significant and positive association between AAS and article type, with an additional mean increase in the AAS of 33.7 (95% confidence interval 11.6-50.6; P = .003) for every infographic article compared with an original research article. The mean citation rate among all infographics was 2.4 ± 2.4 (range, 0-7), whereas the mean citation rate among all control research articles was 2.2 ± 4.0 (range, 0-27), which was not a significant difference (P = .69). Infographics resulted in significantly greater AAS and social media attention in comparison with original research articles of similar topics. We recommend the routine creation of infographics by journals to increase the social media attention that their research and chosen topics of interest receive. However, viewers of infographics should read them out of interest but turn their attention toward the original article or a source of more detailed information before making changes in clinical decision-making or practice, as they can be oversimplified.

ФОРМУВАННЯ ЦИФРОВИХ КОМПЕТЕНЦІЙ ФАХІВЦІВ ГАЛУЗІ СОЦІАЛЬНИХ КОМУНІКАЦІЙ

&lt;p&gt;&lt;strong&gt;&lt;em&gt;The purposeof the research&lt;/em&gt;&lt;/strong&gt;&lt;em&gt; is theoretical substantiation and analysis of scientific and methodological bases of development of non-formal distance education of specialists in the field of social communications and determination of the influence of distance education on the level of digital competences of specialists.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Research methodology&lt;/em&gt;&lt;/strong&gt;&lt;em&gt;. The study uses general scientific methods of research, systematization and grouping of material on new forms, methods and online distance learning services conducted by educational centers and leading libraries; the method of content analysis allowed to conduct a meaningful analysis of training programs and practical courses on the acquisition of digital competencies. The research of content generation in the conditions of convergence (technical, content, professional-functional, organizational, convergence of markets), formation and study of mobile technologies, information socialization and information self-service, creation of infographics, modern media trends that can be applied in the educational process.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Results. &lt;/em&gt;&lt;/strong&gt;&lt;em&gt;The formation of digital competencies is inextricably linked with the digitalization of the educational process. Digital technologies contribute to the intensification of the educational process, and the learning process itself becomes mobile, differentiated and personalized. The study identified the impact of the COVID-19 pandemic on accelerating the transition of social and communication institutions to the digital environment. The result is an analysis of current provisions, the essence and prerequisites for the formation of digital competencies in the context of the global trend of digital transformation of society. The main subjects and objects of social and communication infrastructure, which provided a quick response to the challenges of the digital world through the development of online services for users and remote professional development, are considered.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Novelty.&lt;/em&gt;&lt;/strong&gt;&lt;em&gt; The study and analysis of methods for the formation of digital competencies of specialists in the field of mass communication by distance learning has been improved taking into account the latest empirical data of this study&lt;/em&gt;&lt;em&gt;.&lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Practical significance&lt;/em&gt;&lt;/strong&gt;&lt;em&gt; It is revealed that social and communication institutions play an important role in the formation of the information society. The results of the study can be used in the implementation of the national curriculum for general and professional digital competencies "Action. Digital education &lt;/em&gt;&lt;/p&gt;&lt;p&gt;&lt;strong&gt;&lt;em&gt;Key words:&lt;/em&gt;&lt;/strong&gt;&lt;em&gt; digital competences, digitalization of education, distance learning, distance courses, non-formal education, professional competences, content curator, library journalism.&lt;/em&gt;&lt;/p&gt;

A survey on automatic infographics and visualization recommendations

Automatic infographics generators employ machine learning algorithms/user-defined rules and visual embellishments into the creation of infographics. It is an emerging topic in the field of information visualization that has requirements in many sectors, such as dashboard design, data analysis, and visualization recommendation. The growing popularity of visual analytics in recent years brings increased attention to automatic infographics. This creates the need for a broad survey that reviews and assesses the significant advances in this field. Automatic tools aim to lower the barrier for visually analyzing data by automatically generating visualizations for analysts to search and make a choice, instead of manually specifying. This survey reviews and classifies automatic tools and papers of visualization recommendations into a set of application categories including network-graph visualizations, annotation visualizations, and storytelling visualization. More importantly, this report presents several challenges and promising directions for future work in the field of automatic infographics and visualization recommendations.

Infográficos como recurso auxiliar do processo de aprendizagem de estudantes do ensino médio

Mudanças observadas no cenário da educação através da utilização de recursos midiáticos vislumbram as múltiplas formas de aprender e disseminar o conhecimento, buscando adequar as ferramentas surgidas em outros contextos para aplicar no âmbito da sala de aula, como os infográficos. Dessa maneira, a pesquisa tem por objetivo analisar a percepção dos estudantes sobre a criação e utilização de infográficos como recurso para auxiliar a aprendizagem. Fundamenta-se nos seguintes autores: Charlot (2000), Meireu (1998), Horn (1998), Colle (2004), Behrens (2005), Minervini (2005), Schmitt (2006), Leontiev (1978; 2006) entre outros. Quanto a metodologia trata-se de uma pesquisa descritiva, a qual foi desenvolvida em uma escola da rede pública estadual de Pernambuco, na disciplina de Química, no segundo e terceiro ano do ensino médio. O estudo utilizou uma sequência didática (SD) de acordo com Zabala (1998). Participaram da SD 43 estudantes do segundo ano e 36 do terceiro ano. A SD foi proposta em quatro etapas, a primeira apresenta uma abordagem sobre infográficos, a segunda é o momento prático em que os estudantes constroem os infográficos, a terceira é da exposição dos infográficos construídos e o processo de avaliação, e a quarta etapa culmina com aplicação do questionário com cinco questões objetivas. Todos os estudantes participaram da SD, exceto da etapa do questionário que foi aplicado por amostragem com 15 estudantes do segundo ano e 15 do terceiro ano. Os resultados demonstraram que 07 educandos do segundo e 11 do terceiro conheciam sobre infográfico, mas não sabiam construí-lo; em relação ao recurso auxiliar na aprendizagem, 07 estudantes do segundo e 10 do terceiro responderam que auxilia de forma parcial; no que se refere aos aspectos mais apontados na criação de infográficos os mais citados foram: autonomia, curiosidade e criatividade. As dificuldades expressas foram em relação à organização das informações nos modelos dos aplicativos/programas. Portanto, os infográficos emergem como uma ferramenta inovadora, pois os estudantes sentem-se atraídos por essa nova forma de conduzir o aprendizado, no entanto, ainda estão pouco habituados ao recurso o que requer mais exploração para integrá-lo às situações escolares.

Experiential Learning: Moving From Data Collection to Health Promotion in One Term

Public health graduate students can benefit from exposure to both qualitative methods and health communication strategies early in their training. However, effective methods of integrating these constructs in an introductory course assignment have not been fully explored. This article describes a graduate public health assignment that engaged students in qualitative freelisting data collection and analysis to understand the health concerns of graduate students. Results of the freelisting exercise then informed the creation of infographics. Classroom sessions focused on instruction in freelisting data collection, data analysis, health communication principles, and infographic creation. A total of 73 MPH (Master of Public Health) students completed 355 freelisting interviews, examining the health priorities of graduate students. The most salient student priorities were sleep, exercise, eating, social/family time, balance, and mental health. Students worked in small groups to create infographics on one of the identified community priorities. Infographics were presented in class, posted in campus buildings, and shared through social media. The assignment offered students an experiential learning activity that integrated qualitative research and health communication strategies that provided a benefit to their community.

Text-to-Viz: Automatic Generation of Infographics from Proportion-Related Natural Language Statements.

Combining data content with visual embellishments, infographics can effectively deliver messages in an engaging and memorable manner. Various authoring tools have been proposed to facilitate the creation of infographics. However, creating a professional infographic with these authoring tools is still not an easy task, requiring much time and design expertise. Therefore, these tools are generally not attractive to casual users, who are either unwilling to take time to learn the tools or lacking in proper design expertise to create a professional infographic. In this paper, we explore an alternative approach: to automatically generate infographics from natural language statements. We first conducted a preliminary study to explore the design space of infographics. Based on the preliminary study, we built a proof-of-concept system that automatically converts statements about simple proportion-related statistics to a set of infographics with pre-designed styles. Finally, we demonstrated the usability and usefulness of the system through sample results, exhibits, and expert reviews.

Creatıng Infographics Based on the Bridge21 Model for Team-based and Technology-mediated Learning

Aim/Purpose: The main aim of this study was modeling a collaborative process for knowledge visualization, via the creation of infographics. Background: As an effective method for visualizing complex information, creating infographics requires learners to generate and cultivate a deep knowledge of content and enables them to concisely visualize and share this knowledge. This study investigates creating infographics as a knowledge visualization process for collaborative learning situations by integrating the infographic design model into the team-based and technology-mediated Bridge21 learning model. Methodology: This study was carried out using an educational design perspective by conducting three main cycles comprised of three micro cycles: analysis and exploration; design and construction; evaluation and reflection. The process and the scaffolding were developed and enhanced from cycle to cycle based on both qualitative and quantitative methods by using the infographic design rubric and researcher observations acquired during implementation. Respectively, twenty-three, twenty-four, and twenty-four secondary school students participated in the infographic creation process cycles. Contribution: This research proposes an extensive step-by-step process model for creating infographics as a method of visualization for learning. It is particularly relevant for working with complex information, in that it enables collaborative knowledge construction and sharing of condensed knowledge. Findings: Creating infographics can be an effective method for collaborative learning situations by enabling knowledge construction, visualization and sharing. The Bridge21 activity model constituted the spine of the infographic creation process. The content generation, draft generation, and visual and digital design generation components of the infographic design model matched with the investigate, plan and create phases of the Bridge21 activity model respectively. Improvements on infographic design results from cycle to cycle suggest that the revisions on the process model succeeded in their aims. The rise in each category was found to be significant, but the advance in visual design generation was particularly large. Recommendations for Practitioners: The effectiveness of the creation process and the quality of the results can be boosted by using relevant activities based on learner prior knowledge and skills. While infographic creation can lead to a focus on visual elements, the importance of wording must be emphasized. Being a multidimensional process, groups need guidance to ensure effective collaboration. Recommendation for Researchers: The proposed collaborative infographic creation process could be structured and evaluated for online learning environments, which will improve interaction and achievement by enhancing collaborative knowledge creation. Impact on Society: In order to be knowledge constructors, innovative designers, creative communicators and global collaborators, learners need to be surrounded by adequate learning environments. The infographic creation process offers them a multidimensional learning situation. They must understand the problem, find an effective way to collect information, investigate their data, develop creative and innovative perspectives for visual design and be comfortable for using digital creation tools. Future Research: The infographic creation process could be investigated in terms of required learner prior knowledge and skills, and could be enhanced by developing pre-practices and scaffolding.

Education, engagement, and MIPS: The new era of accountability.

111 Background: As 2017 marked the start of CMS’ new Quality Payment Program (QPP), a national network of hospitals worked together with its physician practices to ensure maximum participation and benefit. Each practice consisted of multi-specialists collaborating in the treatment of oncology patients and reporting through the American Society of Clinical Oncology qualified data registry. Methods: A team was created with the primary tasks of 1) transitioning and ensuring readiness; 2) selecting and reporting on measures of interest associated with two QPP categories, Quality and Improvement Activities (IAs) and 3) educating its practices on the merits of participation. This included the creation of infographics titled MACRA 101, 201, 301 and a detailed Q&amp;A tool for maintaining information exchange. The former was a progressive approach to educating on the law, that success is a team sport, and that public reporting of performance data is here to stay, concluding with a call to action. Results: Oncology measures were reported for the full CY17 as follows. The same quality improvement activity of data capture, metric review and process re-design became the narrative for the practices’ selection of its two required IAs. Conclusions: Although year one allowed for lesser requirements to enable transition, positioning the practices to report at the maximum level resulted in strong physician-hospital collaboration as well as the potential for financial and reputational gain. An unintended benefit was the realization that mandatory discrete fields in the practices’ EHR would benefit the practitioners in the long term as resource requirements needed to abstract from free-text is not sustainable.[Table: see text]

APPROACHES OF DESIGNERS IN THE DEVELOPED EDUCATIONAL PURPOSES OF INFOGRAPHICS’ DESIGN PROCESSES

Infographics enable users to receive information by using various visuals such as texts, pictures, drawings, diagrams, graphs and so on in an organized structure. The use of infographics, which can be designed in different platforms from visual design programs to web environment developed specifically for the creation of infographics, in the learning environments becomes more widespread. The number of studies investigated design processes and view of designers in regard with infographics that are commonly used in the learning environments is very limited. In this study, views and approaches of designers in regard with infographics design process for educational purposes are presented. A total of 64 participants including 35 female and 29 male participated in the study. The results of the study show that female and male have similar understanding in terms of copyright, publicity, references, design preferences, production environments and production processes. On the other hand, designers have different approaches and preferences in terms of design concept, design process, readability level, sharing and contribution to the personal development, visual components, colors, information sources, themes and quality perception. Article visualizations: