Abstract:

During the project “Infographics Applied to University Teaching”, supported by the Institute of Educational Sciences -ICE- of the Universitat Politecnica de Valencia -UPV-, we have implemented the use of individual and group infographics. In this work, we have collected the students' reflections on the infographics tool in university teaching by means of a focus group at the end of the teaching experience.

The focus group has been made with a parity selection of the students for equity gender and with a specific selection of questions for data collection. In the present work, we analyse in depth the information obtained for extracting the advantages, disadvantages and possible improvements of the use of infographics in the university classroom.

The analysis has been based on the incorporation of individual and group infographics. The students have elaborated the individual infographics on the reflection of complex exercises that they have elaborated in the classroom, adding their conclusions. For the group infographics, they have developed a joint research, in teams of four to five students. After the exercise, they have presented and debated it in the classroom.

The graphic representation that is made with infographics increases deep learning, since students establish a hierarchy of contents, order them graphically and present the final figure to their classmates. The results of this experience from the data gathered in the focus group show that they value it positively in the acquisition of content, self-regulation and collaborative work. Moreover, to analyze their experience with this teaching innovation makes them to reflect on their metacognitive learning process and helps us to understand the scope of our actions.

Keywords:

Infographics, Focus Group, Qualitative Assessment, University Teaching, ICT.