Abstract:

Fostering an efficient an effective understanding of information is of key importance to the learning process. Learning with understanding facilitates knowledge construction and assists knowledge retention. One of the ways to enhance the process of information comprehension is through information design, a practice of presenting information in a way that makes it easily approachable for the recipients. This paper analyses students’ perceptions of visual representation of information as an aid in building up attention and interest in the topic to be learnt. It also seeks to explore to what extent an assignment requiring converting information to graphical form relates to Design Thinking, a cognitive strategy applicable not only to a design process per se but also to problem solving in various fields. The participants in the presented study were students in the ‘ICT and Learning’ study program offered as further education to teachers and Teacher Education students by Nord University, Norway. The research method employed was qualitative content analysis of data collected from the reflection documents written by students as a part of an assignment in the course Digital Media and Instructional Design. The results evidenced positive evaluation of information visualization as an instructional support which demonstrates that cognitive effort involved in graphical design of information benefits learner-content interaction. Since the level of engagement in learner-content interaction is critical to learning, visual presentation of information can find its place in a wider scope of educational practice.

Keywords:

Infographics, information design, design thinking, instructional aids.