![]() Students' academic achievement can be improved by the use of interactive infographics due to their richness in material, multimedia approach, and interactivity that stimulate and communicate with learners’ senses and positively affect their acquisition of information.The design of those environments must take into account the diversity of information presentation methods to meet the various cognitive styles. The designers of e-learning environments must focus on the cognitive style of each learner.This study may serve as a guide for educators and designers of learning resources in selecting the most appropriate forms of technology conforming to students’ varying cognitive styles. Reflective students outperformed impulsive students in terms of academic achievement, and there was a significant interaction between interactive infographics and reflective students. The findings showed that interactive infographics are more effective than static infographics in improving academic achievement. Each group was further divided into two sub-groups based on the type of infographics (static/interactive) to be evaluated. ![]() ![]() The study sample consisted of 80 undergraduate students who were divided into two groups according to their cognitive style (reflective/impulsive). This article examines the influence of static/interactive infographics on reflective/impulsive students’ academic achievement. From ‘training’, which was merely considered a passive function in an organization, the emphasis has now shifted towards making learning and talent development an integral part of corporate culture. ![]() Static infographic, interactive infographic, cognitive styles, reflective/impulsive, academic achievement, multimedia, Web 2.0, dual coding theory Abstract A Brief History of Instructional Design Infographic Instructional design has come a long way. Box 380, Al-Ahsa, 31982, Saudi Arabia.Īssistant professor, King Faisal University, Saudi Arabia Professor of educational technology, College of Education, King Faisal University, P.O. ![]()
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