Tool For Pedagogy Research Articles

Film as an educational tool in medical pedagogy: a study on cinemeducation and its effectiveness

Objective: To find out the possibilities and usefulness of introducing cinemeducation in medical institutions, and to formulate suggestive inserts for faculty and policy-makers. Methods: The quantitative study was conducted in Lahore from January to June 2021 after approval from the ethics review committee of King Edward Medical University, Lahore, and comprised fourth and final year medical students. Relevant short clips from seven movies of different genres were selected and shown to the students who were then divided into eight equal groups. Every session lasted 30 minutes, and was followed by an interactive discussion between the students and faculty members. The critical aspects of the sessions were discussed and analysed. Data was collected using a 7-item questionnaire that was scored on a 5-point Likert scale. Data was analysed using SPSS 21. Results: Of the 240 participants, the questionnaire was returned duly filled by 219(91.25%). Among them, 176(80.4%) said they found the experience worthwhile and that they would like to have such an experience again, while 184(84%) said such sessions should be made a part of regular curriculum. Also, 166(75.8%) participants felt that the session had helped them learn about crucial features of medicine, and 169(77%) thought that the session facilitated the understanding towards patient management. Conclusion: Cinemeducation was found to be an excellent tool of pedagogy that should be incorporated in all the relevant disciplines of medicine and allied sciences. Key Words: Cinemeducation, Methodology, Curriculum.

MatheMusical Virtual Museum: Virtual Reality application to explore Math-Music World

Virtual Reality is a promising tool for pedagogy in teaching music, and the MatheMusical Virtual Museum takes this promise to a new level. This study aims to share and describe the project's concept and advancement, including expertise and collected experiences in MatheMusic. Mathemusic is the scientific field that studies the relations between math and music; the Society for Mathematics and Computation in Music regroups worldwide researchers in the field. The Mathemusical Virtual Museum is an interactive virtual experience that premiered at the Museum of Design in Atlanta (Moda) in June 2022 (Baroin & de Gérando, 2022). It contains a growing set of interactive models based on the research issued by our society. Mathemusicians have always produced models for understanding, analyzing, or computing music. Visualizing some on paper, theater, or computer screens is expected. Even if it is in a multidimensional space (3D-4D), the viewer ends up with a 2D picture or a movie while displaying these models on a computer screen. Planar projection limits the perception in the era of virtual reality nowadays. This study proposes tools and solutions to apprehend these models better and improve the viewer's immersive experience. Since the beginning of the project, user experiences were collected. Besides desperately unfit users for VR, we noticed that kids are highly engaged and immersed in the learning environment; music learners are not just improving their knowledge but also feeling inspired and hopeful about the future of music education; mathematicians and researchers are feeling like they are finally entering their creation and contributing to improving the project, thereby making significant contributions to their respective fields. Keywords: Virtual Reality, Mathemusic, Visualization, Pedagogy, Learning Strategy Received Date: January 31, 2024Revised Date: March 14 , 2024Accepted Date: April 25, 2024

The Use of Hand-Held Digital Otoscope as a Basic Nasal Endoscopy Tool for Lacrimal Evaluation and Pedagogy Instrument

Purpose To investigate the utility of a hand-held digital otoscope for nasal endoscopy and as a pedagogy tool for residents and fellows in patients undergoing external dacryocystorhinostomy (DCR) surgery Methods A digital otoscope (MS450-NTE, Teslong Inc., USA) comprising a digital screen device and a connectible camera probe was used for performing nasal endoscopy. Inspection of nasal cavities was performed pre-, intra-, and post-operatively in sequential patients with nasolacrimal duct obstruction, who underwent DCR or lacrimal probing. Images (1920 × 1080 pixels) and videos (1280 × 720 pixels) were captured. The device was also used for training residents and fellows in performing nasal endoscopy, and to teach basic concepts. Results The digital otoscope could be used for routine outpatient nasal examination and for performing minor procedures. 53.8% (n = 13) of ophthalmology trainees had never observed nasal endoscopy and 84.6% could not identify more than one major structure correctly prior to the current training. Post-training, all trainees could independently perform nasal endoscopy with the device and 76.9% identified all structures correctly. Conclusion A digital otoscope with a camera probe is a handy tool for nasal endoscopy and pedagogy. Low-cost gadgets such as this device can effectively be used for performing outpatient nasal endoscopy when expensive endoscopes are unavailable and in peripheral healthcare centers.

Development of a Student-centred Approach for Alternative Teaching Method Incorporating Human Palpation as Pedagogy Tools in Anatomy Education of the Appendicular System

Anatomy is one of the most important subjects for medical and health science students offered during pre-clinical years. A good knowledge in human anatomy determines their competency in the future. Unfortunately, memorising anatomy can be relatively challenging especially for junior students since they are not exposed to the nomenclature. Therefore, this study aimed to design and develop an anatomy curriculum to assist students in knowledge retention and translation into clinical settings. The development of this module was based on social cognitive theory (SCT) according to A-Analysis, D-Design, D-Develop approach which was adopted from A-Analysis, D-Design, D-Develop, I-Implement, E-Evaluate (ADDIE) Model, together with the content experts. Due to the concern of comprehending and practically applying anatomical knowledge, and short attention spans of students, the module was designed to alternate between lectures and practical sessions to maximise knowledge retention. The main focus on this curriculum module was on the gross anatomy of the appendicular system and ends with students being required to palpate and compare the differences between normal and pathological structures of the appendicular system. This curriculum effectively addressed the issue of short attention spans by incorporating hands-on experiences, and engaging students in tactile learning that enhanced focus and engagement.

Introducing Systematic Patent Analysis as an Innovative Pedagogy Tool/Experiential Learning Project in HE Institutes and Universities to Boost Awareness of Patent-based IPR

Purpose: Research on Patent Analysis as an Innovative Pedagogy Tool/Experiential Learning Project in HE Institutes and Universities to Boost Awareness of Patent-based IPR" is being done to determine whether or not using patent analysis as a novel pedagogical strategy in higher education institutions is effective. Through hands-on interaction with actual patent data, this study seeks to determine how incorporating patent analysis into the academic curriculum can improve experiential learning and promote a deeper understanding of intellectual property rights (IPR). This study aims to contribute valuable insights that can guide educational practices, equip students with the necessary skills for the knowledge-based economy, and ultimately encourage innovation and entrepreneurship within the classroom by examining the effect of this novel pedagogy on students' awareness and comprehension of patent-related IPR. Method: An exploratory research method is used. The relevant information for exploring our idea of systematic patent analysis as an innovative pedagogy tool and experiential learning project in higher education institutions and universities are collected from scholarly articles using the Google search engine, Google Scholar search engine, and AI-based GPTs. Result and Discussion: The procedure for systematic patent analysis as an innovative pedagogy tool in the classroom and as a method of experiential learning for the students to create awareness, to convert their ideas into product or process-based patents during their studies in higher education institutions. The advantages, benefits, constraints, and disadvantages of adopting systematic patent analysis are analysed. The future implications and impact of systematic patent analysis as a pedagogical tool or experiential learning method are discussed. Originality/Value: Implementing a structured approach to patent analysis within higher education institutions facilitates the enhancement of meaningful contributions to the creation of innovative products or processes, thereby advancing the generation of new intellectual property rights (IPR) both for the institution and the nation. Type of the Research: Exploratory Research.

Capoeira as a critical pedagogy tool in physical education: from a continuing professional development program to the classroom

ABSTRACT Background In this globalized world with a predominantly Eurocentric/androcentric approach to physical education (PE) teaching, there is a need to broaden school curricula from a critical, decolonizing approach. Capoeira is a manifestation of Afro-Brazilian popular culture combining dance, fight, and play that has historical links to slavery. Because it is removed from the hegemonic culture of sport and physical activity, it can be used to develop critical pedagogy through movement and corporeality. Teachers, however, must be equipped with the necessary skills and knowledge to implement this critical approach in their curricula. A team of researchers at the National Institute of Physical Education of Catalonia (INEFC) developed a continuing professional development (CPD) course to introduce PE teachers to the history and potential of capoeira as a socio-critical pedagogical tool. Purpose To explore the opportunities and challenges that capoeira brings as a pedagogical tool for addressing social issues as perceived by PE teachers who took a CPD course on capoeira (Capoeira-CPDC). Methodology This study was divided into two phases: an initial phase analyzing the TTC on capoeira as a pedagogical tool for PE taken by 12 PE teachers and a second phase analyzing the transfer of knowledge by a primary and a secondary school teacher from the same school who participated in the course. Data were collected via participative and non-participative observation with analysis of diary entries made by the lead researcher-teacher educator, the 12 teachers who participated in the Capoeira-CPDC in phase 1, and the two teachers who incorporated capoeira into their PE classes in phase 2; answers to the course feedback form; and transcripts from a semi-structured interview held with the two teachers who taught capoeira. Results The Capoeira-CPDC and subsequent incorporation of capoeira into primary and secondary school PE classes showed a wide array of benefits and limitations that this practice can offer in terms of addressing social justice, interculturality, and coeducation issues. The socio-critical pedagogical model employed in the Capoeira-CPDC, which focused on both the technical aspects of capoeira and the historical and cultural significance of the movements involved, fostered active-reflective thinking among the participating teachers. Certain challenges, however, were observed in the second phase of the study, in particular difficulties dealing directly with the subject of slavery in PE classes, a romantic-assimilation-based vision of physical activity and sport as an intercultural tool, and gender-role stereotyping by teachers. Conclusion This study highlights the potential of capoeira as a pedagogical tool for addressing social justice, interculturality, and coeducation issues from a socio-critical approach. It also highlights potential difficulties in the classroom and the importance of addressing social justice issues in PE teacher CPD courses and facilitating tools to work on cultural diversity and gender belief systems.

The Trickster Archetype in Oral Literature: Unravelling Universality and Pedagogical Power across World Cultures

This paper delves into the intricate character of the trickster as portrayed in oral literature while conducting a comprehensive survey to explore the universality of this intriguing figure across diverse world cultures. The investigation draws inspiration from Carl Jung's proposition that these archetypal manifestations in cultural and religious literature stem from the "collective unconscious," a profound thread of consciousness connecting all human beings and societies worldwide. The essay emphasises the distinctiveness of each trickster's personality within their respective cultures while also highlighting the common traits shared among all tricksters. Typically perceived as an entertainer, teacher, judge, and sage, the trickster embodies both humorous and serious aspects of life, encompassing a wide range of roles from rewarding to punishing. Furthermore, the study asserts that the trickster character goes beyond being a mere fictional element in oral literature; rather, it serves as a powerful tool for pedagogy and satire. The study advocates for the deliberate collection and documentation of folktales. These tales serve as valuable raw materials for future research, offering insights into the cultural intricacies and shared human experiences across the globe.

Use of Self as an Anti-Oppressive Tool for Pedagogy

ABSTRACT The Zeitgeist of our time calls on social workers and the social work profession to reconsider the ways in which we practice, teach, and learn. The COVID-19 pandemic and the 2021 reawakening of the racial and social justice movements profoundly influence how social workers approach the directive from our accrediting body (CSWE) calling on us to intentionally integrate an anti-racist framework in our implicit and explicit curriculum. This paper re-introduces “use of self” as an anti-oppressive pedagogical tool that can build and hold brave spaces of transformation. Orienting ourselves to the use of self as a kind of pedagogy is one way to reengage with our social justice mission. Although we believe that pedagogy and practice are intricately connected, for the purposes of this paper, we focus on pedagogy.

Impact of E-learning on the Higher Education Sector during the COVID-19 pandemic through Pedagogy tools: An observational Study

El modo físico y la educación superior en todo el mundo se recuperan durante la pandemia de covid-19. Todas las actividades educativas se convirtieron al modo en línea, donde especialmente los sectores de educación superior no estaban preparados y, simultáneamente, nuevas técnicas pedagógicas se incorporaron a la posibilidad de impartir clases en línea. El propósito de este estudio fue el desarrollo de nuevas herramientas pedagógicas y su implementación en los sectores de educación superior. La pandemia de covid-19 nos enseñó cómo usar la nueva tecnología y el avance en la educación superior y lo que puede ser mejor para esta sociedad. Para cumplir con este objetivo, realizamos una encuesta en la que preguntamos sobre el impacto de las nuevas herramientas pedagógicas en los sectores de educación superior y sus opiniones sobre diferentes aspectos de la educación en línea durante los períodos de pandemia. El cuestionario se preparó y distribuyó en los sectores de educación superior y analizó los puntos de vista de los encuestados y sus opiniones sobre las herramientas pedagógicas y los datos. Los siguientes datos fueron analizados utilizando el software SPSS 2.0 para el estudio. Los encuestados procedían de los siguientes datos en varias regiones del norte de la India. Se distribuyeron un total de 350 cuestionarios; de los cuales se recibieron 320. Se utilizó la Escala Likert de 5 puntos, donde 01 representaba "totalmente en desacuerdo" y una puntuación de 5 representaba "Totalmente de acuerdo".

Pedagogy innovation and integration of films in management education: Review and research paradigms

Technology has enabled the education of today like nothing before. This technological intervention has impacted the curriculum, students, and teachers in the process of their classroom delivery. Surmounting pressure on the educational system has increased teachers' anxiety and compelled them to innovate the pedagogy for better engagement and student participation. The pressure on pedagogy innovation is more in the subjects like management. With the diverse range of courses offered in management education, integrating entertainment-related tools like films can reduce this anxiety and make students more engaged, irrespective of their academic and professional experience. This study does a systematic literature review (SLR) and thematic analysis with 63 research papers on film as a pedagogy tool in management education. The findings classify the existing research on the topic of cinema as a pedagogy tool in three paradigms of pedagogy innovations: (a) teaching level, (b) teacher-student-engagement level, and (c) student-learning level. The findings show a need to integrate paradigms with pedagogy for a better learning environment for students in management education. The study's main contribution is identifying elements that reduce teachers' anxiety with film pedagogy, identifying the gaps in film's use in pedagogy, and providing potential study areas for future researchers.

Publish, explain, understand, and comply: Legislation in Plain Language

ABSTRACT The purpose of this paper is to systematize the political practice of three initiatives related to the concept of plain language on the Latin-American legislative arena. On the one hand, I explore part of literature on legislative studies to account for one of the communicative limits faced by legislation (Xanthaki, 2010, 2019) and on the other, present the instrumental nature of plain language to overcome this limit and achieve the widest possible dissemination of legislative messages for lay audiences. The work is based on a descriptive-analytical review of three public initiatives that inhabit three Latin America countries that, in turn, have in common a collective phenomenon called «Plain Language Networks». These Networks involve the parliaments of each country, and they are implementing (or have implemented) a very similar initiative: ‘Ley Fácil’ (Chile), ‘Ley Simple’ (Argentina) and ‘La ley en tu lenguaje’ (Uruguay). The paper draws, methodologically, on the results of a questionnaire sent to those responsible for the three initiatives, designed to understand their implementation in greater depth. Arguably, the initiatives are aimed and are framed by principles of open parliament, institutional strengthening, transparency, trust, and citizen participatory; my argument is that Ley Fácil (‘Eays Law’ (Chile)), Ley Simple (‘Simple Law’ (Argentina)) and La Ley en tu lenguaje (‘Law in your Language’ (Uruguay)) are, essentially, political pedagogy tools to increase the «ability of people to (i) access and (ii) understand the laws that govern their lives» (Roznai & Mordechay, 2016).

Project-Based Learning Technique for Holistic Development of Students

International accreditation norms like Washington Accord or the national norms like NBA have defined program outcomes for undergraduate professional engineering courses. These norms aim at the holistic development of students. This paper presents project-based learning as a strong pedagogy tool for the overall development of students. The undergraduate project course is considered a case study for this pedagogy technique and the attainment of Program outcomes is illustrated in the results. The major desired outcomes for project work like communication, collaboration, knowledge application, documentation, work ethics, teamwork and independent learning are the parameters included in the Program Outcomes. The three point Likert scale is used for the assessment of the program outcomes. The results show that most of the program outcomes for these courses are satisfactorily achieved. Thus, it can be established that project based learning techniques help inculcate specific knowledge, skills and attributes into the students thereby assisting their holistic development and growth. Keywords - program outcome, holistic development Likert scale

Hackathons: what do engineering educators think about it?

PurposeWith past studies indicating a lack of skill development in engineering education, there is a need for new pedagogical tools that are application and skill-oriented. Hackathons are widely accepted in the corporate world, in the engineering domain for skill development and recruitment but have not gained acceptance in mainstream engineering education. Very few studies have discussed engineering educator views regarding hackathons and their benefits. This paper intends to study engineering educators' perception of the hackathon and its benefits after participating in it. The findings could support hackathons as a pedagogical tool to develop an industry-oriented and skill-based engineering education.Design/methodology/approachA mixed methods design was employed where initially qualitative study was conducted. Its findings were used to conduct survey of 162 engineering educators who had participated in a hackathon. A five point Likert scale was employed for data collection.FindingsThe findings reveal that engineering educators who participated in the hackathon perceived hackathons to support industry-focused learning, problem-solving and new skill development. They also acknowledged its role in their professional development. The further discussion suggests that engineering educators and institutes may collaborate with industry to design and use hackathons as a teaching tool to develop industry-ready graduates.Research limitations/implicationsThe study was not designed to study how different aspects of hackathon lead to different benefits derived from participating in it. There is a need to study hackathons as a tool of pedagogy and assessment, focusing on how variables linked to it facilitate, moderate and hinder the learning and assessment process in participants. More in-depth studies need to be conducted to adopt the hackathon as a pedagogy and assessment tool in higher education.Practical implicationsThe discussion suggests that designing hackathons effectively as a tool for learning and skill development will result in skilled graduates. Engineering educators should adopt hackathons as a pedagogy for their students. Management and policymakers of engineering institutes should consider hackathons as a part of pedagogy for students besides conducting hackathons for educators for their professional development that will be investment in skills helpful at workplace.Originality/valueThe notable contribution of this paper is to document perceptions of engineering educators regarding hackathons and their benefits after participating in a hackathon. The paper proposes that hackathons can be introduced in the engineering curriculum as they would offer educators a novel method of teaching and assessment and support engineering graduates in recruitment and making them industry-ready.

ІСТОРИКО-КУЛЬТУРНА ПОСТАТЬ ГРИГОРІЯ СКОВОРОДИ: ТРАНСФОРМАЦІЯ СВІТОГЛЯДНОГО ПРОСТОРУ ФІЛОСОФА В СУЧАСНИХ УМОВАХ НАВЧАННЯ Й ВИХОВАННЯ СТУДЕНТСЬКОЇ МОЛОДІ

The study is devoted to revealing the extraordinary historical and cultural figure of H. Skovoroda as a representative of his era and culture, to understanding the transformational processes during the transfer of the philosophical space of the philosopher to modern conditions of education and education of student youth.The article characterizes the categories of a person’s life as a historical and cultural figure who contributed to the culture of the day, for the development of the country. As a representative of Ukrainian baroque culture, Skovoroda is multifaceted: Neoplatonic studies, hermeneutics, religion and the Bible as a way of knowing, the divine in man, philosophical reflections, knowledge of old and new languages, concepts and ideas - all this goes beyond understanding the life of one person and together with it causes admiration, a desire to imitate. Skovoroda is a man of his time and a man of the future at the sametime.Attention is focused on the fact that theocentrism, Christocentrism, providentialism, an introspective view of things, dialectics based on antitheses, as well as Neoplatonism of philosophical reflections are in the center of the poet’s philosophical space.Building his ideal, the writer brings his life style and philosophical ideal as close as possible. In the light of preparation for life, profession, education of student youth, education appears as a tool of pedagogy and as modern conditions of education and upbringing, formation of virtues in the student personality for life. Exploring the philosophical space of the poet, we come closer to knowing ourselves.Skovoroda transformed his searches into thoughts for us, future generations: everyone must know his people and in the people himself as a person.

Panic-gogy in the COVID-19 pandemic: developing online teaching self-efficacy by management faculty

The COVID-19 pandemic forced educational institutes worldwide to shift to online education in an emergency situation. The faculty used panic-gogy as a pedagogy tool to shift their courses to synchronous or asynchronous online mode. Focus group discussions were conducted to gather the panic-gogy experiences of management faculty. Bandura's self-efficacy building information sources were used as a framework to analyse management faculty's experiences. Vicarious experiences and social persuasions emerged as the most influential information sources of self-efficacy building. The analysis led to implications for management education administrators and human resources personnel related to training management faculty in online teaching and facilitating the process of building online teaching self-efficacy in management faculty.

SOCIAL REHABILITATION OF HIGHER EDUCATION ACQUISITIONERS WITH SPECIAL EDUCATIONAL NEEDS OF THE MEANS OF MUSEUM PEDAGOGY

The article highlights the problems of social rehabilitation of higher education students with special educational needs by means of museum pedagogy. The regulatory and legal framework for the creation of a barrier-free space in Ukraine, in particular the sphere of education, was analyzed. The purpose of the article is to investigate the expediency of using museum pedagogy tools during the social rehabilitation of higher education students with special educational needs. The research used such methods as survey, analysis and generalization of scientific literature on the researched problem. Scientific novelty. The role and place of museum pedagogy during the organization of the educational process in institutions of higher education was studied. An institution of higher education is a place where the formation of a professional and an individual takes place. Integration of higher education students with special educational needs involves social rehabilitation. We believe that museum pedagogy will contribute to the social rehabilitation of students of higher education with educational special needs. The conducted survey confirms that the use of museum pedagogy tools meet the goals of Ukrainian legislation regarding the development of an inclusive environment. Conclusions. New methods and tools are needed to fulfill tasks related to the creation and development of a barrierfree space, including an educational one. A survey was conducted, the results of which indicate that the tools of museum pedagogy can become innovative tools during the social rehabilitation of students of higher education. The author sees prospects for further research in a more detailed study of the use of museum pedagogy tools during the social rehabilitation of children and youth with various nosologies in educational institutions.

Rolling dice and learning: Using role-playing games as pedagogy tools

Playing satisfies basic human needs such as deepening social relationships (Melton et al., 2019) and experiencing an ideal self's characteristics (Przybylski et al., 2012). In addition, games foster student engagement through the use of intrinsic motivation, critical thinking skills, and the use of creative problem solving (Boghian et al., 2019; Quaye & Haper, 2015; Marinho et al., 2019; Thangmak, 2019). Thus, it is no surprise that there has been a recent increase in the exploration of gamification as a pedagogical tool (Furdu et al., 2017; Hanus & Fox, 2015; Koivisto & Hamari, 2014; Sanchez et al., 2019). This article explores role-playing games as pedagogical tools for educating student trainings, such as an R.A. conflict management workshop, a hazing prevention seminar, a teaching assistant orientation, a bystander intervention program to combat sexual assault, etc. Furthermore, it will reimagine the traditional approach to role-play activities in educational settings and suggest slight modifications to create more realistic and educative experiences.

Virtual Ethnicity? The Visual Construction of ‘Sinhalaness’ on Social Media in Sri Lanka

Developed ostensibly to enhance social interaction, social media has become a powerful tool of pedagogy, cognition and politics. Visual content is particularly powerful since it is processed quicker than text, generating immediate emotional responses and a higher degree of memorability. This study looks at the way ‘Sinhalaness’ has been visually portrayed on social media by Sinhalese users by analysing a body of visual artefacts publicly posted on Facebook between 2011 and 2018. A content analysis of these suggests that in the immediate period after the civil war (1983–2009), online Sinhalaness has become largely defined by an increased religious, specifically Buddhist, consciousness, supplemented by war memories. This contrasts with the largely linguistic basis of Sinhala identity articulated in the pre-2009 period.

Psychology of color, integration of local culture and effect of infographics on English language learning

Purpose Many students are found facing difficulties in learning English due to plenty of reasons: known and unknown ones. In order to overcome such an issue, the instructors have to explore for effective techniques of teaching English to motivate learners by any means. Technology in general and informatics in particular can be thought of as innovative tool of pedagogy in the current teaching-learning environment. The present proposal of research aims at creating innovative approaches, which attract learners' interest and catch their attention for better outputs. Design/methodology/approach Following subsections have been discussed keeping the significance in view. Setting of the study: The present study was conducted at King Abdulaziz University, Jeddah-Saudi Arabia, which is one of the Saudi Arabian universities; however, it has opened up new avenues for the pedagogues, teachers of English and researchers to conduct studies in various allied fields. In order to have a representative sample of students' population, the participants were chosen from the “preparatory year”. Material and tools: This study used a questionnaire (Appendix) and a test to evaluate performances of the two groups: controlled and experimental. In order to further strengthen the findings, semi structured interview was conducted for a few select students from the student-sample. Since the questionnaire was adapted, the statistical validity and reliability was not considered to be essential; however, content/face validity was ensured by consulting 10 experts in the field of education/methods of teaching. Findings Based on the analysis of data gathered from the test performances of the two groups of students, it was found that there existed a significant difference in the test scores. The questionnaire responses also proved that infographics can be proved to be an interesting tool of education in general and English language teaching in particular. However, it has been noticed from the gathered data that not many teachers are comfortable using multimedia or infographics for different reasons. The results of the present study are in line with the study by Rezaei and Sayadian (2015) that support the idea of infographics that would help English teachers to develop understanding and insights to design among the learners. They further contend that the infographic instruction offers choices for the utilization of collaborative activities. In addition, the infographics enhance students' performance as a whole as also supported by Alrwele (2017). Research limitations/implications The study was conducted on a small sample which might affect the generalization of the outcomes. It was carried out with special reference to teaching of vocabulary and reading. Practical implications There can be many recommendations for different stakeholders. For teachers, it is recommended that they should know about the significance of infographs for catching the attention of students. They should know how to design interesting and colorful infographs. The administration/management should facilitate the teachers with the required software or platform to create infographics and integrate in an English language class. In addition, teachers should attend workshops and training courses organized for topics related to the infographs. Originality/value The author checked the study for plagiarism (excluding references) and found it to be 93% plagiarism free.

Editor's notes

Editor's notes