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Abstract
Infographics have been frequently used in recent years with the purpose of the visual presentation of information. It is a visualisation method which aims at presenting any content with a visual composition, combining such elements as shapes, symbols, graphics, photographs, illustrations, and texts for the target audience. The purpose of this research is to develop an instructional design based on the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model of infographic design as well as the determination of student and teacher opinions on the usage of infographics in teaching. The study group of the research consists of 43 teachers and 51 elementary school students from elementary schools in Cyprus who participated in the research process voluntarily. The implementation process of the study consisted of 52 hours of education in face-to-face and online learning environments with the participation of 43 elementary school teachers. The purpose of this education activity was to develop knowledge and skills in the theoretical and applied dimensions required for the design of infographics. The data collection tools used in the research were the “self-efficacy scale for the design and usage of infographics”, the “opinion survey for the usage of infographics in teaching environments”, a “semi-structured interview form for the design of infographics for teachers and their usage in teaching environments” and a “semi-structured interview form for elementary school students for the usage of infographics in education”. According to the results of the study, the opinions of elementary school teachers on the usage of infographics and their self-efficacy for infographic design shows a significant and positive difference before and after training. Interviews were held on the usage of infographics in learning environments with the 43 elementary school teachers and 51 elementary school students after the completion of the training process. Teachers used the infographics that they had developed according to the course contents for eight weeks in their courses after the training was completed and observed the impact of infographics in terms of different dimensions. At the end of the implementation, it was found that both teachers and students had positive opinions on the usage of infographics in learning environments.
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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2018, Volume 14, Issue 4, 1197-1219
https://doi.org/10.29333/ejmste/81868
Publication date: 05 Jan 2018
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Article Downloads: 9878
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