The purpose of this paper is to examine how infographics are used in the dynamics of designing or creating in the teaching and learning process. Utilising a bibliometric approach and content analysis, we examined a sample of 760 documents from the Web of Science and Scopus databases with no lower time limit until November 2023. The analyses aimed…

Connecting with text-weary students can be a challenge in the online instructional environment. Librarians have often developed screencast videos and integrated screenshots into online learning objects to teach students basic research skills. An alternative technology, graphical interchange format (GIF), may prove to be an excellent blend of the…

Prototype work can support the creation of data visualizations throughout the research and development process through paper prototypes with sketching, designed prototypes with graphic design tools, and functional prototypes to explore how the implementation will work. One challenging aspect of data visualization work is coordinating the expertise…

Good learning experiences ask students to investigate and make sense of the world. While there are many ways to do this, K-12 curriculum has traditionally skewed toward reading and writing to interpret and express students' sense-making. But there is another way. Infographics represent data and ideas visually, in pictures, engaging more parts of…

As graphically driven, animated, interactive applications offer educators new opportunities for shaping course content, new avenues for research arise as well. Along with these developments comes a need to study the effectiveness of the individual tools at our disposal as well as various methods for integrating those tools in a classroom setting.…

Arguing that a well designed graphical display can function as a memory store, this article suggests three principles for the design and use of computer graphics: parsimony, accessibility, and reflection. It is suggested that "progressive graphics" are particularly suited to computer implementation. (Author/MBR)

A set of teacher guidelines for use in developing effective computer-assisted instruction lessons enhanced with computer graphics. (JJD)

The efficacy of using graphic representations of concepts, which are more readily generated on a computer than in traditional texts, was studied. The study, which involved teaching computer programming, is described. The necessity of further research is discussed. (JL)

Using computer graphics such as drawings, charts, and figures in textual instruction can enhance learning by providing a spatial concept of what is being read. It is important for instructional designers to determine the specific instructional objectives to be met, what level of comprehension they want learners to achieve, and how to use the…

Describes a study of undergraduates that enhanced a hypertext environment with a graphical overview that represented the basic domain structure and designed the layout so learners were unobtrusively encouraged to follow a sequence of exploration that followed the domain structure. Results indicated that a visual display conveys knowledge in its…

Describes a study of college students that was conducted to examine the effectiveness of integrating different computerized visual-presentation strategies in learning different contents; the effect of identical presentation strategies on students possessing different levels of prior knowledge; and whether the use of different visual strategies…

This paper examines the effect of applying symbolic computation and graphics to enhance students' ability to move from a visual interpretation of mathematical concepts to formal reasoning. The mathematics topics involved, Approximation and Interpolation, were taught according to their historical development, and the students tried to follow the…

Explains how computers can offer learners powerful assistance in their acquisition of certain visual thinking skills. Describes the limitations and potential of using computers as tools for visual thinking with links to creative writing activities in a fourth-grade class. (MM)

Parents and children interacted with computer-based representations of a park, one with animated picture graphics and one with digitized full motion video. Children who interacted with the digitized representation replayed the program more and showed a stronger cognitive focus on the representation than did the other children. (LB)

Examined how exposure to a program of fractal computer graphics affected the perceptual sensitivity of sixth-grade students (n=197) to the natural visual environment. MANCOVA analysis of collected data and students' written responses to questions indicated that environmental perceptual sensitivity was higher for subjects exposed to fractal images.…