Overview of information visualisation in science education

Wang, Chun Hua; Han, Dawei; Chou, Wen-Kuang

doi:10.1504/ijcse.2018.094423

Cited by 5 publications

(7 citation statements)

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“…Prior research indicates marked individual differences in preferences and styles of learning, 68 and there is evidence this manifests in clear preferences for particular styles of information presentation. 1 Yet, preferences in the current study were diffuse. The most popular – cartoon with an explanatory agent – was endorsed by just over a quarter of the participants, and a large number of participants indicated no preference for any visual style.…”

Section: Discussionmentioning

confidence: 69%

“…3,4 Extensive research attention has been paid to the ideal characteristics and application of visuals to enhance scientific education for children. 1,5–8 However, the recent emergence and popularity of comic-style instruction books such as ‘The manga guide to …’ shows the possibility of comic-style visualisations for the communication of science with adults. It remains to be established if the illustration visual style favoured in the ‘manga guide to…’ format is more, less or equally successful in promoting learning in adults.…”

Section: Introductionmentioning

confidence: 99%

“…There is a long history of using graphs, photographs and illustrations to communicate scientific information, and there is similarly a long history of assessing their impact. 1,2 In scientific communication, these visual formats can be used to either visually represent accompanying textual data, or visualise information in a new way that reinforces the text. 3,4 Extensive research attention has been paid to the ideal characteristics and application of visuals to enhance scientific education for children.…”

Section: Introductionmentioning

confidence: 99%

“…3,4 Extensive research attention has been paid to the ideal characteristics and application of visuals to enhance scientific education for children. 1,[5][6][7][8] However, the recent emergence and popularity of comic-style instruction books such as 'The manga guide to .' shows the possibility of comic-style visualisations for the communication of science with adults.…”

Section: Introductionmentioning

confidence: 99%

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Not just a pretty picture: Scientific fact visualisation styles, preferences, confidence and recall

Walsh

Sargent

Grant

2021

Information Visualization

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Visuals are often used to enhance learning of scientific information. The recent emergence and popularity of comic-style instruction books for adults, such as the ‘manga guide to …’, shows the possibility of comic style visualisations for the communication of science with adults. This study investigates whether the addition and style of visual accompaniment of scientific information, as used in comic books, influences immediate and short-term fact recall in an adult audience. Participants ( n = 310 aged 18–79, 52% identified as female) were presented 20 general science facts in one of five styles: (1) text alone, (2) photo with text caption, (3) cartoon with text caption, (4) photo with explanatory agent and a speech bubble, (5) cartoon with explanatory agent and a speech bubble. Immediate recall, and confidence in that recall, was tested following a brief distractor. Participants indicated their preferred presentation style, and short-term recall was tested by a final quiz of all 20 facts. Overall, the most preferred presentation style was cartoon with explanatory agent and text in a speech bubble (26% preferred). There was no single most effective presentation style; there was no significant difference in immediate recall, short term recall or confidence in answers depending on whether the fact was presented as text, photo or cartoon, or the presence or absence of an explanatory agent. However, immediate recall was significantly better when preference was met ( p < 0.02). We found that the style of visual accompaniment of scientific information in accordance with the ‘manga guide to…’ format influenced immediate, but not short-term, fact recall in an adult audience when written English literacy, scientific literacy and non-verbal intelligence were taken into account. Short term recall of scientific facts may best be served by presenting facts in multiple styles, or enquiring about and then meeting participant preference for visual accompaniment.

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Section: Discussionmentioning

confidence: 69%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Not just a pretty picture: Scientific fact visualisation styles, preferences, confidence and recall

Walsh

Sargent

Grant

2021

Information Visualization

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“…A review by McElhaney et al (2014) also pointed out that dynamic visualizations (e.g., videos, gifs) help students construct knowledge, and that the simultaneous use of multiple representational scaffolds does not necessarily have a dual effect on learning achievement but is useful for the construction of knowledge in students' cognitive processes. Wang et al (2018) suggested that the use of pictures or video representations of scaffolding can be useful for learning scientific knowledge or abstract knowledge, but the presentation needs to take into account the students' familiarity with the presentation. In their study, Liang and She (2021) used both a text scaffold and a text-and-picture scaffold to support students in solving mathematical problems.…”

Section: Introductionmentioning

confidence: 99%

Design and evaluation of a remote synchronous gamified mathematics teaching activity that integrates multi-representational scaffolding and a mind tool for gamified learning

2023

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Gamified learning is an instructional strategy that motivates students to learn, and the use of multiple representations assists learning by promoting students' thinking and advanced mathematical problem-solving skills. In particular, emergency distance learning caused by the COVID-19 pandemic may result in a lack of motivation and effectiveness in learning. This study designed an online gamified learning activity incorporating multi-representational scaffolding and compared the differences in the learning achievement and motivation for the gamified activity and general synchronous distance learning. In addition, for the group that conducted the gamified learning activity, we measured the participants' flow, anxiety, and emotion during the activity. A total of 36 high school students participated in the experiment. The results indicated that the gamified learning activity was not significantly effective in terms of enhancing learning achievement. In terms of learning motivation, a significant decrease in motivation was found for the group using general synchronous learning, while a significant increase in motivation was found for the group using synchronous gamified learning. This indicates that despite the negative impact of the pandemic on learning, gamified learning still enhances students' learning motivation. The results of flow, anxiety, and emotion showed that the participants had a positive and engaged experience. Participants provided feedback that the multirepresentational scaffolding facilitates learning.

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