Comic Cognition: Exploring the Potential Cognitive Impacts of Science Comics

Abstract

Increasing people’s interest and involvement in science is a growing concern in education. Although many researchers and educators seek innovations for classroom instruction, much could be gained by harnessing the activities that people perform at their leisure. Although new media are constantly emerging, comic book reading remains a popular activity for children and adults. Recently, there has been an explosive increase in the creation of educational comic books, including many about science. This rapid increase in science comics far outstrips our understanding of how comics impact people’s beliefs and interests in science. In this theoretical article, we draw on research from cognitive science and education to discuss heretofore unexplored cognitive impacts of science comics. We propose several ways in which learning could be enhanced or impaired through reading science comics and discuss several broader issues related to the use of comic books in education, including individual differences and informal learning.

The potential of comics in science communication

“…Despite some early resistance [North, 1940;Wertham, 1954], the potential of comics as an educational tool has always been recognized by teachers and psychologists alike [Sones, 1944]. From an educational perspective learning from comics may offer several advantages [Jee and Anggoro, 2012]. First of all, most comics are built on the integration of text and pictures, which has been highlighted by Mayer and colleagues as a guiding principle of textbook illustrations [Mayer and Gallini, 1990;Mayer et al, 1995].…”

“…These issues are particularly relevant in the field of 'science comics' or 'graphic science'. Although many comics covering STEM subjects (Science, Technology, Engineering and Mathematics) have been published over the years [Tatalovic, 2009] and the format has become increasingly popular with online science communication platforms, the effects of comics on public engagement and perception of science remain poorly understood [Jee and Anggoro, 2012]. Most literature on science comics consists of qualitative reports, often by teachers and educators who are also the authors of the comics themselves, therefore providing a small and possibly biased sample [Toledo, Yangco and Espinosa, 2014;Kaptan andİzgi, 2014;Kennepohl and Roesky, 2008;Kim et al, 2016;Nagata, 1999;Naylor and Keogh, 1999;Rota and Izquierdo, 2003].…”

Alter egos: an exploration of the perspectives and identities of science comic creators

“…For this reason, Jee and Anggoro [2012] maintain that collaboration between scientists and comic creators -a common arrangement in sci-comics [Tatalovic, 2009] -is essential to creating comics that are both scientifically valid and artistically meaningful. And if something is to be considered a good example of Sci-Art, many argue that it should be both [e.g.…”

“…Weitkamp and Burnet, 2007;Lo Iacono and de Paula, 2011;Jee and Anggoro, 2012]. A better understanding of how sci-comics arise would deepen our understanding of the form, and it would thus be useful to know more about who is making these comics and why.…”

“…The creators in this research represent a move away from viewing art as an instrument in service of a 'more noble' scientific cause [Wilkinson and Weitkamp, 2016;Wysocki and Thompson, 2014]. By striving to create comics that have both artistic and scientific value [Jee and Anggoro, 2012;Sørensen Vaage, 2016;Hilton, 2014], they fulfil the dual criteria of a true sci-art project and embody an attitude of "art for art's sake" [Wilkinson and Weitkamp, 2016, p. 102]. They also "contribute to wider, cultural conversations" surrounding science [Sørensen Vaage, 2016, p. 7] by adding stories about science to the roster of subjects explored by art, revealing to readers and creators alike that science can have an aesthetic value as well as a utilitarian one.…”