An examination of postgraduate students’ use of infographic design, metacognitive strategies and academic achievement

Yürük, Süleyman Eren; Yılmaz, Rabia; Bilici, Sinan

doi:10.1007/s12528-018-9201-5

Cited by 17 publications

(19 citation statements)

References 35 publications

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“…También, la investigación ha observado que las herramientas de gamificación potencian el aprendizaje autorregulado (Zheng et al, 2016); un ejemplo es Kahoot que permite un ejercicio metacognitivo que obliga al alumnado a valorar su propio aprendizaje en función del resto del grupo y como forma de heteroevaluación (Ismail y Mohammad, 2017). Por su parte, respecto a las herramientas para la creación de contenidos, la investigación muestra la potencialidad de la infografía para apoyar el aprendizaje tomando en cuenta aspectos como el buen diseño y los factores individuales del alumnado (Naparin y Saad, 2017), y su relación con el éxito académico y las habilidades metacognitivas asociadas al aprendizaje autorregulado (Yuruk et al, 2019). También se ha tenido un especial interés en comprobar la relación entre el aprendizaje autorregulado y los blogs, entendidos como eportafolio, así como su uso combinado con la rúbrica (Blaschke y Marín, 2020;Tur, et al, 2019) y para el desarrollo del aprendizaje colaborativo y autoevaluación (Marín, 2020;Tur y Urbina, 2016a), cuyos beneficios se han visto reflejados dentro de las tres fases del modelo (Jonsson y Panadero, 2016;Panadero et al, 2017).…”

Section: Marco Teóricounclassified

Aprendizaje autorregulado y Entornos Personales de Aprendizaje en la formación inicial docente: percepciones del alumnado y propuestas de herramientas y recursos

2021

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Esta investigación explora las percepciones del alumnado universitario en relación a diferentes herramientas y recursos que han sido utilizados en el marco de una actividad de aprendizaje para el desarrollo de Entornos Personales de Aprendizaje (PLE) en la formación inicial docente según las tres fases del aprendizaje autorregulado. Para este estudio, se diseñó una metodología cuantitativa de corte descriptivo y correlacional. Los resultados muestran que existen herramientas y recursos digitales como las infografías, rúbricas, y cuestionarios gamificados que tienen una alta apreciación por el alumnado a lo largo de las tres fases del aprendizaje autorregulado, seguidos de blogs y entornos virtuales de aprendizaje institucionales; mientras que el uso de microblogs y redes sociales ha sido poco aceptado. A partir de estas percepciones, se proponen tres modelos teóricos con los que promover el aprendizaje autorregulado en entornos digitales. El uso de blogs, rúbricas y cuestionarios gamificados integran un primer modelo, mientras que el segundo modelo está integrado por entornos virtuales institucionales y cuestionarios gamificados; el tercer modelo se constituye por el uso integral de infografías. Las conclusiones plantean retos para el futuro tanto para la implementación de estos modelos teóricos como para explorar nuevas propuestas que permitan potenciar las posibilidades de los microblogs o las redes sociales.

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Section: Marco Teóricounclassified

Aprendizaje autorregulado y Entornos Personales de Aprendizaje en la formación inicial docente: percepciones del alumnado y propuestas de herramientas y recursos

2021

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“…These practices were developed either individually (e.g. Yuruk et al, 2018) or by groups of educators To teach the presentation of personal information with the help of a visually attractive and engaging infographic résumé; to teach students how to self-promote themselves by spotting personal strengths and areas for improvement.…”

Section: Resultsmentioning

confidence: 99%

Infographics in higher education: A scoping review

Jaleniauskiene

Kasperiūnienė

2022

E-Learning and Digital Media

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In education, infographics may be used to promote active learning and engage learners in the creation of more diverse learning artefacts. This study aims to analyze the application of infographics in higher education. The authors conducted a scoping review of the scientific articles to analyze the use of infographics across a variety of university subjects. The findings revealed that the most frequent educational practices were those that merged both ready-made infographics and students’ hands-on experience in creating their own infographics. Such learning activities facilitated the learning of the subject-related material and helped students to advance with the creation of this popular form of modern communication. The tasks including infographics also represented an enhanced mission of higher education as students were given opportunities to develop a number of personal and career readiness skills and capabilities simultaneously, such as digital, visual and information literacy, critical thinking, creativity, communication and collaboration skills. The educational recommendations and technological solutions proposed might diversify teaching and learning practices in higher education.

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“…Using infographics for instructional purposes enables students to recognize their learning strategies, and makes a positive contribution to their learning process as well (Fridman, 2018;Gonzales, 2018). It has also been reported that infographics help students learn how to organize a lot of information in a small space (Baldwin &Wade, 2012;Borkin et al, 2013;Uyan Dur 2014;Yuruk et al, 2019). In addition to all these, the relevant literature has proved that infographics make classroom environments more convenient for students to learn in fun (Alford, 2019;Apriyanti et al, 2020;Dursun& Odabaşı, 2011;Gover, 2017;Jones et al,, 2019).…”

Section: Cognitive Contributions Of Infographicsmentioning

confidence: 99%

The effectiveness of using infographics on academic achievement: A meta-analysis and a meta-thematic analysis

Elaldı

Çifçi

2021

JPR

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This study aims to reinterpret the findings of the studies investigating the effectiveness of using infographics on academic achievement. A mixed methods research design including both quantitative and qualitative sections was adopted on the use of infographics in education. For this purpose, a meta-analysis of 12 empirical studies on the effect of using infographics on academic achievement in education carried out during the period from 2016 to 2021 was conducted. Some moderator analyses such as school grades, implementation period and school subjects in which infographics were used were also conducted to reveal the effectiveness of using infographics in education. The findings suggest that using infographics in education has a positive effect on academic achievement and the effect is at a large level (g =1.599). In terms of moderator analyses, the academic achievement changed according to implementation periods of infographics. The highest effect size was in the "4-5 weeks" group (g = 1.343). The meta-thematic aspect of this study revealed three dimensions of infographics as cognitive contributions, challenges in using and development of infographics and, suggestions for application. More empirical studies are suggested to test the expressed power of infographics as an effective visual communication tool and teaching material.

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An examination of postgraduate students’ use of infographic design, metacognitive strategies and academic achievement

Cited by 17 publications

References 35 publications

Aprendizaje autorregulado y Entornos Personales de Aprendizaje en la formación inicial docente: percepciones del alumnado y propuestas de herramientas y recursos

Aprendizaje autorregulado y Entornos Personales de Aprendizaje en la formación inicial docente: percepciones del alumnado y propuestas de herramientas y recursos

Infographics in higher education: A scoping review

The effectiveness of using infographics on academic achievement: A meta-analysis and a meta-thematic analysis

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