APPROACHES OF DESIGNERS IN THE DEVELOPED EDUCATIONAL PURPOSES OF INFOGRAPHICS’ DESIGN PROCESSES
DOI:
https://doi.org/10.46827/ejes.v0i0.427Keywords:
infographics, infographic design, preferences of infographics designers, Infographic designer, Infographic designers' approachesAbstract
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:
References
Abilock, D. & Williams, C. (2014). Recipe for an Infographic. Knowledge Quest Volume 43(2), 45-55.
Borkin, M.A, Vo A.A, Bylinskii, Z., Isola, P., Sunkavalli, S., Oliva A. & Pfister, H., (2013). What makes a visualization memorable? IEEE Transactions on Visualization and Computer Graphics, 19(12), 2306–2315.
Borun, M., Schaller, D. T., Chambers, M. B. & Allison Bunnell, S. (2010). Implications of learning style, age group, and gender for developing online learning activities. Visitor Studies, 13(2), 145-159, DOI: 10.1080/10645571003621513
Davidson, R. (2014). Using Infographics in the Science Classroom. Science Teacher. 81(3), 34-39.
Davis, M., & Quinn, D. (2013). Visualizing text: The new literacy of infographics. Reading Today. 31(3), 16-18.
DeCarlo, D. & Stone, M. (2013). Technical perspective: Visualization, understanding, and design. Communications of the Acm. 56(1), 105, DOI: 10.1145/2398356.2398378
Dick, M. (2014). Interactive Infographics and News Values. Digital Journalism, 2(4), 490-506.
Dursun, Ö. Ö. & Odabaşı, F. (2011). Çoklu Ortam Tasarımı, Pegem Akademi, Ankara
Eby, G. (2013). Bölüm 1 Özgür Telif (Copyleft) Hareketi ve Uzaktan Eğitim, In T. V. YÜZER, G. T. YAMAMOTO & U. DEMİRAY (Ed.), Türkiye’de E-Öğrenme: Gelişmeler ve Uygulamalar IV. http://www.midasebook.com/dosyalar2/eogrenme4.pdf Accessed: 10.10.2015.
Flemming, M. L. & Levie, W. H. (Eds.). (1993). Instructional message design: Principles from the behavioral and cognitive sciences. Hillsdale, NJ: Educational Technology Publications.
Golombisky, K. & Hagen, R. (2013). White space is not the enemy a beginner's guide to communicating visually through graphic, web and multimedia design. Burlington, MA: Elsevier Inc. DOI:10.1016/B978-0-240-81281-6.50018-1
Grimley, M. (2007). Learning from multimedia materials: The relative impact of individual differences. Educational Psychology, 27(4), 465-485, DOI: 10.1080/01443410601159795.
Halsanova, J., Holmberg N. & Holmquist, K. (2005). Tracing integration of text and pictures in newspaper reading. http://www.lucs.lu.se/LUCS/125/LUCS125.pdf. Accessed: 11.10.2015.
Hart, G. (2013). Effective infographics: telling stories in the technical communication context. http://techwhirl.com/effective-infographics-telling-stories-in-the-technical-communication-context/. Accessed: 21.01.2015.
Hattwig D., Bussert K., Medaille A. & Burgess J. (2012). Visual literacy standards in higher education: new opportunities for libraries and student learning. Libraries and the Academy. 13(1), 61–89.
Holtze, T. L. (2006). The web designer's guide to color research. Internet Reference Services Quarterly, 11(1), 87-101, DOI: 10.1300/J136v11n01_07.
Jhonson, B. & Christensen, L. (2014). Educational research: quantitative, qualitative and mixed approaches 4th Edition, Sage Publication Inc. UK
Kalyuga, S., Ayres, P., Chandler, P. & Sweller, J. (2003). The expertise reversal effect. Educational Psychologist, 38(1), 23–31.
Krasuss J., (2012). More than words can say infographics. Learning and Leading with Technology, 39(5), 10-14.
Krum, R. (2013). Cool infographics: effective communication with data visualization and design. John Wiley & Sons. NJ. USA
Lamb, A. & Jhonson, L. (2014). Infographics part 1: invitations to inquiry. Teacher Librarian, 41(4), 54-58.
Lamb, G. R., Polman, J. L., Newman, A. & Smith, C. G. (2014). Science news infographics: Teaching students to gather, interpret, and present information graphically. The Science Teacher, 81(3), 25-30.
Lankow, J., Ritchie, J., & Crooks, R. (2012). Infographics: the power of visual storytelling. John Wiley & Sons. Haboken, NJ.
Lazard, A. & Atkinson, L. (2015). Putting environmental infographics center stage: the role of visuals at the elaboration likelihood model’s critical point of persuasion. Science Communication, 37(1), 6-33.
Lester, P. M. (2011). Visual communication: images with messages (5th ed.). Independence, KY: Wadsworth, Cengage Learning
Li, A. (2013). Rise of infographics: marketing in the social-media age. http://mashable.com/2013/01/26/infographics-marketing/. Accessed: 28.06.2015.
Little D., Felten P. & Berry C. (2010). Liberal education in a visual world. Liberal Education, 96( 2), 44-49.
Mayer, R. E. (2001). Multimedia learning. Cambridge University Press, New York.
Mayer, R. E. & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38(1), 43–52.
Meeusah, N., & Tangkijviwat, U. (2013). Effect of data set and hue on a content understanding of infographic. http://www.repository.rmutt.ac.th/xmlui/handle/123456789/1263. Accessed: 20.01.2015.
Merkt M., Weigand S., Heier A. & Schwan S., (2011). Learning with videos vs. learning with print: the role of interactive features. Learning and Instruction, 21 (6), 687-704.
Michelle A. B., Azalea A. V., Zoya B., Phillip I., Shashank S., Aude O. & Hanspeter P., (2013). what makes a visualization memorable?.. IEEE Transactions on Visualization and Computer Graphics, 19(12), 2306-2315.
Moss, G. A. & Gunn, R. W., (2007). Gender differences in website design: implications for education. journal of systemics. Cybernetics and Informatics, 5(6),38-43.
Moss G. A. & Gunn R. W. (2009). Gender differences in website production and preference aesthetics: preliminary implications for ICT in education and beyond. Behaviour & Information Technology, 28(5), 447-460.
Nuhoğlu Kibar, P. & Akkoyunlu B. (2015). A New Approach to Equip Students with Visual Literacy Skills: Use of Infographics in Education. In S. Kurbanoglu, S. Spiranec, E. Grassian, D. Mizrachi, R. Catts (Ed.) Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century (456-465)., Switzerland: Springer International Publishing
Phetteplace, E. (2012). Effectively visualizing library data. Reference & User Services Quarterly, 52(2), 93-97.
Rockenbach B. & Fabian, C. A. (2008). Visual literacy in the age of participation. Journal of the Art Libraries Society of North America, 27(2), 26-31.
Saurbier, A. L. (2014). Using infographics as an integrative higher-order skill development assignment in undergraduate leadership instruction. Business Education Innovation Journal, 6(1), 13-22.
Schroeder, R. (2004). Interactive info graphics in Europe--added value to online mass media: a preliminary survey. Journalism Studies, 5(4), 563-570.
Siricharoen, W. V. (2013). Infographics: the new communication tools in digital age, The International Conference on E-Technologies and Business on the Web (EBW2013), Bangkok,Tailand, 7-9 May 2013.
Smiciklas, M. (2012). The power of infographics: Using pictures to communicate and connect with your audiences. Indiana, USA: Que Publishing.
Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312.
Toth, C. (2013). Revisiting a genre: teaching infographics in business and professional communication courses. Business Communication Quarterly, 76(4) 446–457.
Vanichvasin, P. (2013). Enhancing the quality of learning through the use of infographics as visual communication tool and learning tool. Proceedings ICQA 2013 International Conference on QA Culture: Cooperation or Competition http://www.icqa2014.com/downloads/Proceeding_29.pdf#page=135. Accessed: 19.01.2015.
Williams, F. M. (2002). Diversity, thinking styles, and infographics. http://www.mun.ca/cwse/icwes_infographics.pdf. Accessed: 19.01.2015.
Yıldırım, S., Yıldırım, G., Çelik, E. & Aydın, M. (2014). Student opinion about infographics design process. Journal of Research in Education and Teaching, 3(4), 247-255.
Yıldırım, S., Yıldırım, G. & Çelik, E. (2015). Bilgi grafiği tasarımcıları anketi geliştirme çalışması ve tasarımcı görüşleri, 3rd Instructional Technologies and Teacher Education Symposium Karadeniz Technical University, Trabzon, Turkey 9-11 September 2015.
Zinonyev, A. (2010). Data visualization in political and social sciences. http://arxiv.org/pdf/1008.1188v1.pdf. Accessed: 20.01.2015.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
