Visualisation has proven benefits in supporting knowledge transfer. Furthermore, it can enable learners to become co-creators rather than only consumers of knowledge. Technological advancements have made visualisation more accessible as a mechanism to improve teaching and learning but theorisation and best practices are lacking. This study aims to investigate the usefulness of knowledge visualisation principles for improving knowledge presentation and demonstrating knowledge transfer by high school learners. A design-based research methodology is applied which required the creation and evaluation of guidelines (artefacts) in order to assess the effects of knowledge visualisation principles while visualising. The results indicate that some of the knowledge visualisation principles extracted from literature could improve knowledge transfer in secondary school education. The contribution of this paper is to propose a set of validated knowledge visualisation guidelines towards the theory and practice of using knowledge visualisation in teaching and learning.
There is growing evidence that visualization aids knowledge transfer. However, the cases where learners have been actively involved as cocreators of knowledge visualization aids are limited. Furthermore, employing knowledge visualization for teaching and learning in high-school science have been proposed but empirical evidence of the effect on knowledge transfer is limited. The purpose of this study is to report on the knowledge transfer effect of applying usability-based knowledge visualization guidelines. A design-based research methodology guided by pragmatism was applied. The data capturing methods include a questionnaire-based survey, interviews and observations. The results suggest that the use of knowledge visualization can support knowledge transfer and the students' learning experience in secondary school education, but more research is required to confirm this. The contribution of this paper is to add to the emerging discourse on the use of knowledge visualization for teaching and learning, and to report on how knowledge visualization guidelines can be used in practice.
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