Educational Comics Research Articles

Using iPad Making Comics for Teaching the “Fire and the Cave Men” for K-10 Students

This work explores the potential of iPads in creating educational comics to teach K–10 students the philosophical topics of “The Fire and the Cave Men”. The visual and interactive features of the iPad can assist educators in crafting captivating stories from intricate philosophical materials, thereby enhancing student understanding and engagement. The study highlights the iPad’s ability to demystify abstract ideas, foster innovation, and promote student collaboration through instructional comics. Incorporating visual arts and narrative also aids in establishing a deeper connection to environmental and historical topics, fostering an ecological attitude and viewpoint. The article concludes that iPads offer a versatile platform for enhancing educational outcomes through creative expression, with practical implications for educators and students alike.

Educational Comics Based-Local Folktales and Its Effects on Reading Literacy of Rural Primary School Students

Reading is a basic literacy that plays an important role in the intellectual development of students. Based on various surveys, it was identified that the reading competence of Indonesian students was very low. The research aims was to implement educative comics based on local folktale and examine its effect on increasing reading literacy of in rural rural primary school students. The research is a quasi-experimental design with pre-test-post-test non-equivalent control group design. The participants were 3rd grade elementary school students in rural Karanganyar Regency, Central Java, Indonesia. Sampling was done by purposive sampling and cluster random sampling technique. There were 58 students in the experimental group and 56 students in the control group from 2 different elementary schools, but their qualifications were both in the good category. In learning to read, the experimental group used educational comic books containing local folktales while the control group used texts containing local folktale. Reading literacy competency data was obtained through paper and pencil tests. The data obtained were analysed descriptively and inferentially using t-test. The results of the study prove that there is a significant effect of educational comics based on local folktale on students' reading literacy competence. Local folktale supported by images is suspected to facilitate the availability of context so that the substance of the text is easier to understand. Therefore, teachers are advised to use image support in learning to cover learning losses due to the pandemic, especially in rural schools which experience many obstacles in distance learning.

Development of Islamic Religious Education Comic Media: A Script Cooperative Learning Model

This research aims to develop learning media in the form of Islamic Religious Education comics with the material I Believe in the Prophets and Apostles, which is used as a very practical learning medium for grade 4 students of MIS Muhajirin Medan Polonia. Research and development methods use the ADDIE model. This development stage includes analysis, design, development, implementation, and evaluation. The development process was carried out with input from material experts, media experts, and learning design experts, practicality testing by students, and effectiveness testing. The results of the research show that: (1) learning media in the form of Islamic Religious Education comics with the Cooperative Script model obtained a material expert score of 4.51, media expert 4.54 (very high), and learning design expert 4.77 (very high). Field trials of learning media in the form of comics obtained an average score of 4.50 (very high). Guidance and information aspect 4.60 (very high), media material aspect 4.43 (very high), evaluation aspect 4.40 (very high), media and facility design aspect 4.48 (very high), and pedagogical effect aspect 4.60 (very high). The values obtained indicate that the product developed is very feasible. (2) Test the effectiveness of media in the form of Islamic Religious Education comics with the cooperative script learning model using the N-Gain Score formula. The research results showed a figure of 0.58 (medium effectiveness). The research conclusion is that the Islamic Religious Education comic media, the cooperative script learning model, is suitable for use and effective in improving learning outcomes.

Matteo Farinella: Illustrated Science Communication & Visual Science Storytelling

Professional visual artists and cartoonists can produce detailed graphic narratives that deliver scientific insights, messages and meanings in a relatable way to a wide range of audiences. Nowhere is this more evident than the increasing use of comics material in science communication in every field. In our first interview of this series, we ‘pick the brain’ of visual artist, passionate neuroscientist and science communicator, Dr Matteo Farinella. Matteo’s career as a science artisan and cartoonist began when he connected the visual study notes and diagrams he created to help him understand his studies with his passion for drawing, and points out how comics he read as a child likely influenced his approach to both. He emphasises that science communication is the core of the creation of his educational comics and information-rich visuals, but he also completely embraces the undefined, informal nature of the comics medium to do this effectively. Exquisitely-detailed illustrations and warm visual narratives throughout this interview are testament to his extraordinary technical skill.

Development of Christian Educational Comics for the Public (Collected by College Students Majoring in Learning Media)

One big challenge for teachers today is to provide creative, interesting, innovative, and up-to-date learning media with the aim that students are not bored and can absorb information better. The study aims to develop Christian religious education comics that can be read by all and to test the effectiveness of these creations. This Research and Development program uses the 4D approach, namely Define, Design, Development, and Dissemination. However, at this stage, it is limited to the Development stage. The subjects of this study were a mix of school children and adults with a total of five people. The result of the study shows that: (1) Christian educational comics can be read by all groups; (2) Educational comics that have been developed are suitable for use with a material expert rating scale of 79.29% with proper qualifications, learning media experts are 84% with very decent qualifications, and preliminary trials of 90.11% with very decent qualifications. In conclusion, Christian religious education comics can be read and are appropriate to be used. From these results, prospective teachers are expected to be able to create learning media through various applications and materials related to daily life. Keywords: Christian education, development, educational comics, learning media

Enhancing Educational Comic Book Innovation Through Design Thinking

Indonesia's significant demographic dividend presents a valuable opportunity that should be leveraged to achieve the vision of Indonesia Emas 2045, with a key focus on enhancing educational quality. Despite government efforts to increase the number of schools, the quality of education in Indonesia still lags behind international standards. To address this issue, the Indonesian government needs to develop a learning environment that caters to students' diverse needs and learning styles, particularly in Mathematics. Technological advancements have introduced innovative educational tools, including math educational comics. This research aims to develop an innovative math educational comic that aligns with students' and parents' needs and preferences, utilizing the design thinking approach. Data was collected through semi-structured interviews with the target customers of this product—the analysis of this data involved open coding, pattern coding, and triangulation to ensure validity. The findings indicate that while the product aligns with the respondents' needs and preferences, there is room for improvement in the comic's sentence structure. Feedback from participants should be carefully considered before finalizing the product, underscoring the importance of design thinking in effectively addressing the needs and preferences of the target audience.

Exploring Factors Influencing Parent's Purchase Intention Towards Mathematics Educational Comics

Exploring Factors Influencing Parent's Purchase Intention Towards Mathematics Educational Comics

Patients’ perceptions matter: Risk communication and psychosocial factors in orthodontics

Effective risk communication is essential for achieving patient-centered oral health care, but the limited understanding of patients' subjective perceptions of orthodontic-related risks hinders this process. This study aimed to investigate adults' awareness, concerns, and risk-avoidance behaviors about long-term orthodontic risks, exploring their relationship with psychosocial factors. We included 498 adult patients (mean age, 27.3 ± 6.8 years; women, 75.5%) during their initial visits to the orthodontic department at a hospital in Chengdu, China. Participants' understanding of orthodontic risks was gauged before and after exposure to the Oral Health Education Comics (OHEC), a specifically designed digital tool. Concurrently, we used logistic regression models to investigate the associations between patients' depression, anxiety, self-esteem, perfectionism, and dentofacial esthetics with risk perceptions. Approximately 79.5% of participants initially reported low awareness of orthodontic risks, with most knowledge from online sources. Notably, the percentage of participants with high awareness increased to 64.8% after OHEC. The negative facial soft-tissue change was most concerning for participants: 53.4% showed high concerns, and 28.1% showed high avoidance. Furthermore, linear regression indicated positive associations between depression (β= 0.42 [95% confidence interval {CI}, 0.07-0.77]) and anxiety (β= 0.76 [95% CI, 0.35-1.18]) with orthodontic risk concerns, whereas risk avoidance was positively associated with depression (β= 0.62 [95% CI, 0.27-0.97]), anxiety (β= 1.09 [95% CI, 0.68-1.50]), and perfectionism (β= 0.24 [95% CI, 0.02-0.46]). Findings emphasize the imperative of streamlined risk communication in orthodontics. By incorporating comprehensible tools such as OHEC and integrating psychosocial evaluations, more refined patient-practitioner communication and psychosomatic-based dental care can be achieved.

Visual narratives in nursing education: A generative artificial intelligence approach

AimThe aim of this paper is to investigate the incorporation of visual narratives, such as comics and graphics, into nursing education using Generative Artificial Intelligence (GAI) models like DALL-E. BackgroundVisual narratives serve as a powerful method for communicating intricate concepts in nursing education. Despite their advantages, challenges in creating effective educational comics persist due to the need for expertise in graphic design and the associated time and resource constraints. DesignThis study examines existing literature that highlights the efficacy of visual narratives in education and demonstrates the potential of GAI models, specifically DALL-E, in creating visual narratives for nursing education. MethodsWe analyze the potential of GAI models, specifically DALL-E, to create visual narratives for educational purposes. This was demonstrated through illustrative examples addressing sensitive topics, illustrating research methodology and designing recruitment posters for clinical trials. Additionally, we discussed the necessity of reviewing and editing the text generated by DALL-E to ensure its accuracy and relevance in educational contexts. The method also considered legal concerns related to copyright and ownership of the generated content, highlighting the evolving legal landscape in this domain. ResultsThe study found that GAI, specifically DALL-E, has significant potential to bridge the gap in creating visual narratives for nursing education. While offering cost-effectiveness and accessibility, GAI tools require careful consideration of challenges such as text-related errors, misinterpretation of user prompts and legal concerns. ConclusionsGAI models like DALL-E offer promising solutions for enhancing visual storytelling in nursing education. However, their effective integration requires a collaborative approach, where educators engage with these tools as co-pilots, leveraging their capabilities while mitigating potential drawbacks. By doing so, educators can harness the full potential of GAI to enrich the educational experience for learners through compelling visual narratives.

PENGEMBANGAN KOMIK EDUKASI BERBASIS CREATIVE PROBLEM SOLVING BERBANTUAN KVISOFT FLIPBOOK MAKER PRO UNTUK SEKOLAH DASAR

This research aims to develop and produce the effectiveness of an educational comic based on Creative Problem Solving (CPS) using Kvisoft Flipbook Maker Pro as interactive media for elementary school students. This research uses the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model development approach. The main innovation of this research is the use of the Creative Problem Solving approach in designing educational comic content. In addition, Kvisoft Flipbook Maker Pro is used to present comics interactively, adding a more interesting visual dimension. The research results include educational comics developed and evaluation results from field trials. Evaluation involves responses from students, teachers, and the appropriateness, attractiveness, and effectiveness of comics in increasing understanding of educational concepts. It is hoped that this research can contribute to the development of innovative teaching methods and increase student involvement in the learning process. The results obtained were that the teaching materials developed obtained a validity percentage of 89.06% (Content Validation), 80% (Graphic Validation), and 83.3% (Language Validation). The practicality of the teacher's response was obtained at 3.7 (very practical), while the student's response was 3.5 (very practical. Effectiveness can be seen from student learning outcomes, namely an N-Gain Score of 0.71 (High) in the quite effective category. This means, The teaching materials developed are valid, practical and effective for grade 3 elementary school students

Combining biology and mathematics in educational comics to explain evolution

Biologists use mathematical models as part of their research regularly. However, in schools, biology lessons rarely use mathematics, even if using it benefits understanding the biological content. Aiming for this integration, we designed an interdisciplinary educational comic with biological and mathematical content, where the chosen theme from biology was natural selection. This paper outlines the educational comic content and the principles used for the development based on the story, visual and content aspects. In addition, it focuses on how the content of natural selection is combined with the mathematical content in a way that we call a symbiotic approach.

Educational Comics Based on Creative Problem Solving With the Aid of Kvisoft Flipbook Maker Pro for Elementary School

This research aims to develop and evaluate the effectiveness of using educational comics based on Creative Problem Solving (CPS) with the help of Kvisoft Flipbook Maker Pro as an interactive learning tool for elementary school students. This research adopts the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model development approach. Initial analysis was carried out to identify student needs and elementary school characteristics. Then, educational comics were developed by combining the CPS concept and Kvisoft Flipbook Maker Pro technology. Field trials were conducted to evaluate its effectiveness. The innovation of this research lies in the use of a combination of the CPS approach and interactive flipbook technology. This educational comic not only aims to convey information, but also stimulates students' creativity and problem-solving abilities through interactivity. The research results include the development of educational comics that are integrated with Kvisoft Flipbook Maker Pro. Evaluation is carried out through measuring increased student understanding, active involvement in the learning process, and positive responses from teachers and students. This research is expected to contribute to curriculum development literature by integrating creative and technological approaches in learning. In addition, it can provide new insights into the use of flipbook technology in the context of elementary education.

METHODOLOGICAL FEATURES OF USING COMICS IN PRIMARY SCHOOL TEACHER TRAINING

The article examines the peculiarities of preparing primary school teachers to create educational comics and the possibility of using them in the educational process of primary school as a technology for visualising educational material. It analyses scientific sources in order to understand modern pedagogical approaches to the use of digital resources for the organisation of the studied process in higher education institutions. The domestic and foreign pedagogical experience of using educational comics in education is generalised. The current state of future teachers' readiness to apply pedagogical cases of creating and implementing media products for educational purposes is determined. The modern online resources used to organise the work of teachers in the development and implementation of educational media products for the NUS are analysed and systematised. The authors describe the age restrictions on the use of digital resources, the openness of programs and restrictions on their use, the convenience and sufficiency of ready-made templates of characters and scenes in the program, etc. The authors presented a methodology for creating educational comics, taking into account the technical capabilities of existing digital resources. They demonstrated the benefits of using comics in the educational process of training primary school teachers in the classes of the courses "Information and Technology Education with Teaching Methods" and "Information and Technology Education" and at meetings of the NUS Mentoring Studio. The article presents a selection and analysis of the available platforms for creating comics, which are most often used by educators in the educational process. A detailed analysis of modern digital resources has made it possible to identify the peculiarities of their use in the process of professional training of future teachers in the current conditions of martial law in order to develop the professional competencies of students. The study was conducted at the Faculty of Pedagogical Education of Borys Grinchenko Kyiv Metropolitan University during the organisation of the educational process and student internships in general secondary education institutions. Student works, surveys and observations made it possible to identify effective digital platforms for creating and using comics in school practice (in particular, Canva, Pixton, StoryboardThat, My Storybook) by students of speciality 013 "Primary Education".

Integrating mathematics and science to explain socioscientific issues in educational comics for elementary school students

ABSTRACT Integrating socioscientific issues (SSI) into education is gaining widespread adoption in classrooms due to its positive impact on student’s critical thinking, environmental awareness, holistic knowledge and/or the idea of combining science and mathematics. This paper explores the idea of using comics as appropriate media for elementary school students to engage with SSI content. Because of the difficulties in integrating SSI into classrooms, SSI-based learning is more commonly applied in high school and higher education settings, with limited implementation in earlier education. To answer this gap, we developed comics that have SSI content for elementary schools. Comics are chosen as reliable tools for visualising and simplifying complex concepts and making SSI content more accessible and engaging. This paper describes our comics on earthquake-related issues in Indonesia and the principles that guided its design. SSI inherently involves multiple perspectives, so the integration brings together science, and mathematics within the one comic. In integrating different disciplines of comic content, we utilised the rule-of-five framework, widely employed to merge five representational models (experiential, verbal, numerical, visual, and symbolic) commonly used in developing content combining two or more different academic disciplines.

The Effectiveness of Using Comics in Education: A Meta-analytic and Meta-thematic Analysis Study

The aim of the study is to assess educational comics in the context of meta-analytic and meta-thematic analysis. Within the scope of meta-analysis, studies on educational comics from 2005 to 2021 were obtained from different databases. The effect size of educational comics studies on achievement was medium (g=0.71), and on attitudes was also medium (g=0.70), with educational comics in favor of academic achievement and attitude points. Moderator analyses were conducted in the meta-analytic process, and it is aimed to address the status of educational comic activity in terms of teaching levels, application process, subject matter domains and sample sizes. The reliability of meta-analysis process was considered and the operations in the meta-analysis process were completed at reliable levels. For the meta-thematic aspect, national and international studies with qualitative dimensions were reached. Despite some minor flaws of the comic, it has been seen that it has positive effects on academic achievement, attitude, and cognitive and affective dimensions of students. These emerging data were combined in two directions, and it was ensured that the study reached a general conclusion. It is thought that performing both meta-analysis and meta-thematic analysis with different data sources contributes to the scope and reliability of the research.

Enhancing socio-scientific reasoning of elementary school students through educational comics: a comprehensive exploration across diverse domain of knowledge

ABSTRACT Socio-scientific reasoning (SSR) is the capacity of students to engage with socio-scientific issues, encompassing four dimensions: complexity, perspective-taking, inquiry, and scepticism. Previous research has typically evaluated SSR into levels. In this study, we employed comics infused with socio-scientific issue (SSI) content as an intervention with elementary school students to familiarise them with SSI and, in turn, enhance their SSR. Rather than employing quantitative levelling techniques, our focus centred on the breadth of SSR. This shift in perspective was motivated by the recognition that elementary school children are at an early stage of SSI comprehension and possess limited scientific knowledge. Our findings reveal that students drew from diverse domains of knowledge when responding to SSI scenarios, encompassing natural science, technology, engineering, mathematics, economics, sociology, psychology, and ethics. Notably, students employed between 3 and 5 knowledge domains for each SSR dimension. This study highlights the efficacy of comics-based interventions in promoting SSR.

Graphic Novels and Comics in Undergraduate and Graduate Medical Students Education: A Scoping Review.

There is an increasing use of graphic novels and comics (GnCs) in medical education, especially-but not only-to provide students with a vicarious learning experience in some areas of clinical medicine (palliative care, difficult communication, and rare diseases). This scoping review aimed to answer questions about how GnCs are used, the theories underlying their use, and the learning outcomes. Twenty-nine articles were selected from bibliographic databases and analyzed. A thematic analysis revealed four many themes: learning outcomes, students' reactions, theories and methods, and use of GnCs as vicarious learning. GnCs can support the achievement of cognitive outcomes, as well as soft skills and professionalism. The reactions were engagement and amusement, but drawing comics was also perceived as a protected space to express concerns. GnCs proved to be a possible way to provide a vicarious experience for learning. We found two classes of theories on the use of GnCs: psychological theories based on the dual concurrent coding of text and images and semiotics theories on the interpretation of signs. All the studies but two were single arm and observational, quantitative, qualitative, or mixed. These results suggest that further high-quality research on the use of GnC in medical training is worthwhile.

Constructing socio-scientific issue literacy through comics in learning apperception for elementary school students

This study explores the role of comics in constructing socio-scientific literacy among elementary school students. Through content analysis of conversations between teachers and students, we examined the sources of information in comics, including text, images, multimodal interaction and implicit meaning. Our findings revealed that students rely on more than just explicit information from text and images; they also engage in multimodal interaction, combining visual and textual elements, and interpret implicit meanings within the comics’ narratives. The design of the comics influences the distribution of information, with comic strips providing substantial explicit content and comics with minimal text emphasizing visual elements. Additionally, mathematical representations, such as bar charts, are incorporated to enhance students’ statistical and scientific inquiry literacy. These findings highlighted the potential of comics as effective educational resources for promoting socio-scientific literacy, fostering critical thinking skills and empowering students to engage with complex socio-scientific issues. Educators and researchers can utilize these insights to design educational comics that engage students and facilitate the construction of socio-scientific literacy, ultimately equipping them with the skills to navigate real-world challenges. Further research is recommended to explore the long-term effects of comics on students’ knowledge retention and decision-making skills.

XÂY DỰNG CÂU CHUYỆN VẬT LÝ HỖ TRỢ DẠY HỌC CHUYÊN ĐỀ TRƯỜNG HẤP DẪN

The research aims to build learning materials to support capacity development teaching for high school students in the thematic “Gravitational field” in Physics 11, following the orientation of The General Education Program in 2018. Based on the historical progress of Physics, Physics educational comics have been built for teaching “Gravitational Potential and Gravitational Potential Energy” in Physics 11. Specifically, this material can be applied as reference, teaching and assessment materials. The results of the survey on lecturers, teachers and students show that the comics are well received but need to expand the survey and improve the quality of the comics’ illutration to be more effective in supporting the study of high school students.

Unleashing “currents of curiosit”: Reconfiguring learning design using academic comics in higher education

This paper considers the experience of developing an online, blendedlearning approach for use within university education. It explores the learning design process for the delivery of learning and teaching across three academic ‘worlds’, each of which has a human factors component. These are management, medicine, and psychology, where the common teaching elements across those three disciplines include: risk and uncertainty, human error, systems failure, and the role of information and expertise in decision-making. The approach to learning design reported here is based on a systems approach which integrates the use of visualisation, bespoke academic comics, and animations in addition to more traditional academic publications. The affordances associated with each of those technologies provides students with the opportunity to support their learning in ways that suit their preferences and, because of the synergistic nature of the materials in a student-centred approach, allows them to develop a deeper understanding of the issues.