Infographics in higher education: A scoping review

Q1 Social Sciences

E-Learning Pub Date : 2023-03-01 DOI:10.1177/20427530221107774

Evelina Jaleniauskiene, J. Kasperiūnienė

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引用次数: 6

Abstract

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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高等教育中的信息图表：范围界定综述

在教育中，信息图表可用于促进主动学习，并使学习者参与创造更多样化的学习人工制品。本研究旨在分析资讯图表在高等教育中的应用。作者对科学文章进行了范围审查，以分析信息图表在各种大学学科中的使用。调查结果显示，最常见的教育实践是将现成的信息图表和学生自己制作信息图表的实践经验结合起来。这样的学习活动促进了与主题相关的材料的学习，并帮助学生在创造这种流行的现代交流形式方面取得进步。包括信息图表在内的任务也代表了高等教育的一项强化任务，因为学生有机会同时培养一些个人和职业准备技能和能力，例如数字、视觉和信息素养、批判性思维、创造力、沟通和协作技能。提出的教育建议和技术解决方案可能使高等教育的教与学实践多样化。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.